The change of educational paradigm at the end of the last century has resulted in the search for a new content of education. New approaches and methods are difficult to apply because of the absence of a single classification, inadequate study of other scientists’ works inaccuracy in defining concepts. The categorical apparatus of pedagogy is not fully established as different scientists hold their own conceptual approaches to the development and refinement of didactic categories. Therefore the problem of the content of preschool education makes urgent the investigation of the «educational program» content analytical concept in order to establish its nature and specificity. During the investigation the qualitative and quantitative method of content analysis has been applied, which is characterized by objective conclusions, procedure rigidity and consists of quantitative text processing followed by the interpretation of the results. The true distinctive feature of content analysis is not only the «systematicity» and «objectivity» (these features are characteristic of other methods of the text analysis as well), and its quantitative nature. The peculiarities of the content analysis stages that have been widely used in modern pedagogical writings are revealed in the article. Among the investigated range of definitions five stable structural components of the concept of «educational program» have been singled out: tribal, didactic and categorical, component orientation on age and individual characteristics, components, results that reveal the essence of the categories and categorical attributes. The comparison of frequency of using the categories and their categorical attributes has revealed that the most significance acquired the category of «public document», «educational content», «knowledge», «skills». Considering the results of the study, the essence of the concept of «educational program» in the context of the content of preschool education has been specified. The investigation does not cover the whole range of problems, but only opens promising aspects of scientific research in the content of pre-school education, especially the providing of educational programs.