Abstract
The paper justifies the necessity to organize pedagogical diagnostics aimed to identify the level of future preschool teachers’ readiness to develop preschoolers' mathematical skills. The article analyzes the notions “diagnostics” and “pedagogical diagnostics”, describes the specificity and functions of such diagnostics in higher education institutions, reveals the principles of pedagogical diagnostics, provides the examples of their realization in educational process. Scientific originality of the study involves justifying the essence, content and principles of pedagogical diagnostics of future preschool teachers’ readiness to develop preschoolers' mathematical skills. The research findings are as follows: the author identifies criteria of future preschool teachers’ readiness to develop preschoolers' mathematical skills.
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