Implementation of the system of methodological support to kindergarten teachers in their professional development

The article deals with the methodological support of kindergarten teachers in their professional development. The author presents structural elements of the methodological support (analytical, task-oriented, procedural, regulatory, and outcome components). The procedural component of the methodological assistance is described in more details. The procedural component is built on a case-by-case basis for each particular group of teachers (there are three groups according to skill level) and includes the use of higher-priority psychological and educational conditions. The author describes in detail the methodological assistance rendered to teachers of the first group (low-skilled).