Organizational and methodological assistance to teachers of preschool education in the implementation of the competence of preschool training of children

The research problem and the rationale for its relevance. The problem of identifying professional deficits of teachers and building additional professional development programs based on the learned results is updated. The article presents the features of designing these programs in terms of ensuring the readiness of teachers to implement the competence of pre-school training of preschool children. Based on the definition of “pre-school training”, a strategy of organizational and methodological assistance to teachers of preschool education in the formation and development of this competence is proposed. The content of modules of additional professional programs is described as a condition for the implementation of organizational and methodological assistance to teachers in the implementation of the competence of pre-school training of children. The goal of research. Search for a strategy to provide organizational and methodological assistance to teachers in the effective implementation of pre-school training of children, selection of content and methods of individualization of professional development. Methodology (materials and methods).The research uses the following methods: the study and analysis of psychological and pedagogical literature, the method of empirical description, the method of expert assessments, and a comparative analysis of data from expert maps. Results. The article presents a strategy for organizational and methodological assistance to a preschool teacher in the implementation of the competence of pre-school training of children, describes the mechanisms for designing modules of an additional professional training program using the method of cases and the method of project tasks based on the identified professional deficits of teachers.