Relevance of life-long education as conditions of personal and professional development of the preschool teacher

The article examines the impact of continuous education on personal and professional development of the teacher of preschool education in the light of contemporary socio-cultural situation, an attempt is made to highlight the importance of the question, given the contradiction between the challenge of a new socioeconomic realities prevailing in our country, and the lack of a proper system of training of teachers in the system of additional professional education. Scientific approaches to understanding of types of continuous education are analyzed: formal, informal and informal education. The importance of continuous education as main priority of a state policy which sense consists in providing to each person of satisfaction of his informative inquiries, developments of abilities, by means of different types and forms of education, and also by self-education and self-teaching throughout all life are revealed, the interpretation of these concepts is given. Authors of article consider a problem of professional competence of the preschool teacher according to the main requirements imposed to qualification and personal qualities of the teacher by the Professional standard. It is noted that the teacher has to possess personal qualities, inseparable from his professional competences. Professional development of the teacher has been considered both as process, and as set of activity ways which can be carried out in three main forms: personal, professional and social. The expediency of studying and development of this subject caused by need of conceptual judgment of personal and professional development of the preschool teacher in the course of continuous education and need of development of theoretical bases of personal and professional development of the preschool teacher in the conditions of intensively developing practice of continuous education has been proved in this article.