The article deals with the problem of improving the professional competencies of teachers and managers of preschool education in the field of implementation of the Federal Educational Program of preschool Education (hereinafter referred to as FOP DO) in the context of the Federal State Educational Standard of Preschool Education (hereinafter referred to as FGOS DO). The relevance of professional training and advanced training in this area is substantiated. The author examines the concepts of "advanced training", "The Federal Educational program of preschool education", draws attention to the formation of a scientific system of knowledge and skills of teachers in its implementation, taking into account the Federal State Educational Standard, refers to regulatory documents, initiatives, innovations and projects in the field of preschool education. The article presents the results of a survey of teachers of preschool educational organizations and analyzes the responses received, on the basis of which a program of advanced training courses for teachers of preschool education "Preparing teachers of preschool education to solve professional tasks in accordance with the FOP DO" was developed. This Program has been implemented in the Kurgan Region and other regions of the Ural Federal District (Sverdlovsk, Tyumen, Chelyabinsk Regions, Khanty-Mansiysk Autonomous Okrug – Yugra, Yamalo-Nenets Autonomous Okrug). The author describes the experience of implementing a program of advanced training courses for teachers of preschool education, represented by five modules: Normative and methodological support for the implementation of FOP DO; Cooperation with parents (legal representatives) of infants, early and preschool children as a condition for the implementation of FOP DO; Development of the infrastructure of an organization implementing educational programs of preschool education; Specifics of the implementation of an educational program of preschool education, taking into account the regional component; Implementation of developing teacher-parent-child interaction. The article is of a scientific and methodological nature, contains theoretical generalizations and methodological recommendations and may be useful to researchers and practitioners of the preschool education system. The study was conducted within the framework of a grant in the form of a subsidy from the Ministry of Education of the Russian Federation in order to achieve the result "The number of teaching staff (including educators, management personnel) of organizations implementing educational programs of preschool education who have completed advanced training in the competencies necessary to work with preschool children" in the framework of the federal project "Modern school of the national project "Education" (No. 073-15-2024-1584 dated June 07, 2024).
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