Abstract
The justification of the structural components of child-centered motivation was given in the first part of the main material of the article, namely: developed cognitive interest in the world of preschool childhood; value hierarchy of personal qualities of the educator; value hierarchy of the professional interaction motives with children; the presence of a sense of psychological proximity to the childhood world; the formation of an emotional-value attitude to the child as a subject of communication and professional interaction; manifestation of personal inclination to practice verbal communication with children of preschool age. The relationship and consistency of their formation and development is examined in the second part.
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