Psychological features of the development of reflection among subjects of pedagogical activity in the preschool education system

This article reveals the psychological features of the development of teachers’ reflection at the preschool stage of education. The results of the study of the level of teachers’ reflection are analyzed to identify the evaluative understanding of their own professional and pedagogical activities and interaction with children as a way of managing the pedagogical process. The importance of training in the development of professional reflection and self-reflection among teachers is noted. The results of the control stage of the study are presented.