Abstract
Preschool pedagogy has a rich history of development: in the 20 th century, a large number of fundamental and applied problems were studied and investigated. Numerous theoretical, experimental and applied researches have made it possible to form the theoretical foundations of preschool pedagogy, to justify the methods and technologies of studying the education and development of children in the preschool age. However, there are still a number of current problems and promising directions for research. The main reasons for their emergence are mainly changes in the political, economic and other spheres of social life. The transition to new socio-economic conditions significantly changes the new view of the pre-school education system, the characteristics of childhood and the child's position in the system of social relations. The development of preschool pedagogy requires the need to further develop new technologies for training and education of children, concepts that are acceptable for modern life conditions and can enrich the experience of preschool education.
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