Abstract
The article examines the theoretical and organizational foundations of social partnership in preschool education organizations and substantiates a system of mechanisms that make such partnership effective and sustainable. Drawing on ecological, social-capital, stakeholder and collaborative-governance approaches, and on an analysis of the national legal framework of Uzbekistan, the study defines social partnership in preschool education as a purposeful, institutionalized and mutually beneficial interaction between a preschool organization and families, public authorities, community institutions, schools, health services, business and civil-society organizations, aimed at improving the quality of early childhood development. Six interrelated mechanisms are proposed: normative-legal, organizational-managerial, pedagogical-content, resource, motivational-communicative, and monitoring-evaluative. The conditions and risks of their implementation are discussed. The findings may be used by directors of preschool organizations, methodologists and institutions engaged in the professional development of preschool managers.