The paper discusses the features of the phenomenon of "Preschool campaign" as part of the cultural revolution in Soviet Russia. General trends in the development of preschool education in Soviet Russia are described. The main attention is paid to the peculiarities of the "Preschool campaign" in the Komi-Zyryan Autonomous oblast. The problems of formation and development of the preschool system, their financing, material resources forming, training, organization of food, medical care and improving the methodology of working with preschoolers are analyzed. The authors point to ways to attract the population to the problems of public preschool education. It was revealed that the implementation of the "Preschool campaign" was accompanied by measures to promote a new, Marxist-Leninist ideology. The ideological component has become a mandatory component of all measures to expand the system of pre-school institutions and develop methods of pre-school education. The researchers believe that the implementation of the "Preschool campaign" in the Komi autonomy, even if various shortcomings were identified, contributed to large-scale changes in the system of upbringing of young children, and the activation of women workers in the social and production life of the region. It was identified that pioneer, Komsomol, Trade Union and party organizations played an important role in conducting the "Preschool campaign". The authors note the development of methods of working with preschoolers as a positive phenomenon. The improvement of methodological assistance consisted not only in practical assistance to teachers, but also in showing the best experience through the press. It is shown that in order to overcome the shortage of professional staff for preschool institutions in the Komi region, they went beyond the existing short-term pedagogical courses and sometimes attracted casual workers. In 1931, a pre-school Department of the Syktyvkar Pedagogical College was opened. During the "Preschool campaign" in the Komi-Zyryan Autonomous oblast, it was possible not only to open a significant number of new pre-school institutions, to diversify the measures of pre-school education in towns and rural areas, but also to force population to reconsider it views on raising children.