Organizational-pedagogical grounding of the transition of pre-school education institutions of Ukraine to work under the new socio-cultural conditions has been conducted. To achieve this objective, were used the following methods of research – problem-targeted and comparative – for analysis, comparison, generalization, systematization, interpretation of the materials under research. In the course of the strategic directions of improvement of pre-school branch of education of Ukraine during the period of independence the basic priority principles –democratization, humanization, nationalization, de-politicization, de-ideologization and ethnization have been provided, and therefore in the state educational standards the updating of the content of training and education on the basis of its differentiation and integration under an angle of student-centred, competency and activity approaches have been also provided. The leading function of education in the course of its social aspect has been studied, and the transmission of the general culture of people to the future generations for use and increasing its achievements; strengthening the world outlook orientation of the education on national traditions and achievements of world culture has been identified. Accordingly, national strategic objective – comprehensive development of the personality is the responsibility of the pre-school education as a compulsory element in the general structure of integral education. These functions make peculiar algorithm of integral approach to the renewal of the conceptual-methodological foundations of the programs for pre-school institutions. Thus all participants of the educational process are given the right of choice of the educational technologies, because the modeling of the educational process according to several programs takes into account the requests, needs, potentialities and possibilities of every child, determines the timeliness of his or her integral personal development under the conditions of pre-school education institutions. As a conclusion, having described various types of software of modern pre-school education institutions of Ukraine, we ascertain general orientation according to the content of education, conformity to the progressive directions of its reforming in the content of pre-school education of Ukraine in the course of the provisions of the state standard. Integration of innovative approaches with the traditions stimulates active search of priorities for the new programs, plans for them promising directions for the further development and improvement.