We consider issues surrounding the introduction of the federal educational standards in preschool education (FGOS DO) by analyzing data from a survey of directors and teachers at public and private kindergartens. The results show that teachers are well informed about the content of the new standards. They actively participate in professional development programs that help them master the new working principles. They expect the quality of preschool education to improve after the transition to FGOS DO. We pay particular attention to an analysis of the risks that are entailed by the introduction of FGOS DO and the opportunities that exist for countering these risks through the introduction of changes to the quota of working hours for teachers at preschools.