Preschool Educational Institutions Research Articles

Children's preparation for school education in foreign experience

The readiness of children for school education is important today in the life and development of children, the experience of foreign countries highlights the readiness of children for school education, its ways. Taking samples from foreign experience, introducing them in practice with a creative approach, development of normative documents, teaching aids, teaching materials in accordance with modern requirements, on the basis of advanced foreign experience in the heads and specialists of preschool educational institutions Tasks for the formation of knowledge and skills in the field of modern management and pedagogical technologies.

Формування соціально-громадянської компетентності у дітей старшого дошкільного віку

The article is devoted to the problem of formation of social and civic competence in preschool children. The author analyzes the current state of the problem of formation of social and civic competence of preschoolers in preschool institutions, analyzes the current regulations; the conceptual apparatus of the researched problems is characterized; forms, methods, means of formation of social and civic competence in preschool institutions are determined; emphasis is placed on creating an educational environment based on democratic values. In accordance with the Basic Component of Preschool Education (State Standard of Preschool Education) (2021), a new key competence has been identified – social and civic. The author of the article is a co-author of the working group of developers of the State Standard of Preschool Education. Therefore, much attention in the article is paid to the study of this issue. The main types of activities (game, communicative, health-preserving, artistic-aesthetic, cognitive-research) in the process of which social and civic competence is formed are determined, they are characterized through the prism of emotional and value attitude, knowledge formation; life skills; parental involvement. The content component of the formation of social and civic competence in the context of preschool education establishments is analyzed. It is proved that the formation of social and civic competence of preschool children occurs during various forms of work using appropriate methods and tools. The article proposes forms, methods and tools that can be varied and applied comprehensively in preschool education. The main components of the democratic system in preschool education establishments are identified and characterized. The personal values of the educator are substantiated. The respective life experience is deemed to be significant in providing the context for the formation of social and civic competence of preschool children. The key leitmotif of the article is the author’s idea that citizens are not born but become citizens. Socio-civic competence should be the core of the future citizen of Ukraine. Preschool institutions should become centres of democracy formation, where everyone can express one’s own opinion, be heard, participate and live in democracy. Of course, in such conditions, children gain valuable experience, become active participants, actors, and not just executors of adult assignments. It is proved that the formation of social and civic competences in preschool children will help them learn to be proactive, make decisions, take responsibility, express their emotions and thoughts, feel that others respect them, and this respect is manifested in action.

PREPARATION OF FUTURE EDUCATORS OF PRESCHOOL EDUCATION INSTITUTIONS FOR THE USE OF MEDIA TECHNOLOGIES IN PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH

The article, based on the analysis of scientific sources and own research, considers the problem of professional training of future educators of preschool education institutions for the use of media technologies in psychological and pedagogical research. The views of scientists, the legal framework and official regulations, in particular, the Law of Ukraine "On Higher Education", "On additional measures to ensure the development of education in Ukraine", "Joint Declaration of the Ministers of Education of Europe" on the above-mentioned issue are analyzed. The problems of insufficient level of readiness of educators for systematic and effective use of media technologies in professional activity are actualized. It is determined that in the context of presentation of theoretical and practical principles of preparation of future educators for the use of media technologies in PEI (preschool education institutions) is expedient to appeal to the study and analysis of key concepts that outline the vector of scientific research. It was found that the professional development of future educators encourages the acquisition of a system of knowledge and practical skills for orientation in the excessive information flows of today (search, assimilation, use of necessary media information; adequate perception, critical thinking, creative interpretation of various media products). The article identifies the main functions of the use of media technologies in the educational process of higher education. It is stated that the result of training future educators of preschool education is their readiness to use media technology in professional activities. It is concluded that the effectiveness of training future educators of PEI to use media technologies in professional activities can be achieved through the introduction of a number of pedagogical means and measures: the formation of motivation for professional activity; systematic and consistent study of professional disciplines on the basis of integration; introduction of media technologies in the educational process.

TOPICAL PROBLEMS OF PREPARATION OF FUTURE TEACHERS FOR THE IMPLEMENTATION OF THE FOLLOW-UP BETWEEN PRESCHOOL AND PRIMARY LEVELS OF EDUCATION

In the article the author analyzes the compliance of the professional standard "Tutor of preschool educational establishment" of higher education in specialty 012 "Preschool education" in terms of professional training of future educators of GSE. There is some discrepancy between general and professional competencies in these documents. Inconsistencies will cause a number of problems and the future tutors (graduates) might face them while working in preschool educational establishments. After all, their level of training will not meet modern requirements and professional standards.
 The article actualizes the problem of professional training of future specialists in accordance with modern requirements. A thorough analysis of the issue of continuity between preschool and primary education through the prism: compliance with higher education standards in specialties 012 "Preschool education" and 013 "Primary education" in the aspect of professional training of future tutors of GSE and primary school teachers on the implementation of pedagogical interaction in the context of continuity. There has been analyzed the presence of consensus on the issue of continuity, which is specified in the professional standards of "Tutor of GSE", "Teacher of primary school general education", which determined the regulation of normative documents to ensure continuity in the primary education sphere.
 In addition, the article substantiates the organizational and pedagogical conditions under which continuity will be effectively ensured in practice: they include the revision of the program of professional training of future primary school teachers and teachers for pedagogical interaction in the context of continuity; normalization of the standard of higher education in the specialty 012 "Preschool education" in accordance with the professional standard "Preschool teacher"; development and mandatory introduction of disciplines "Continuity and prospects in the education and upbringing of children and students of preschool and primary education" during the training of future tutors and primary school teachers; inclusion in the tasks of industrial practice the issue of continuity between the initial links of education; coordination of professional methods of teaching and raising children in both links of education in order to ensure continuity, continuity and prospects; development of a single targeted focus of cooperation between GPE, primary school, family and the public in the context of continuity between the initial links of education; increasing the level of professional and pedagogical competence of teachers of both educational links.

Multicultural education of the younger generation: Assessing the moral and volitional qualities formation (case study of the Tuva Republic)

ABSTRACT The research focuses on multicultural-historical competence formation in inhabitants of the Tuva Republic (the Russian Federation). Five- and six-year-old Tuvan children from four pre-school educational institutions participated in the study. The research results show a low or average level of children's understanding and perception of moral and volitional qualities. The study results can be applied to change the way children learn in pre-school institutions, change pedagogical training and teachers’ work with families, and introduce elements of multicultural-historical training.

Monitoring the waste management system in preschool educational institutions

The article presents the results of assessing the degree of negative impact of the enterprise LLC Collective fishery "Tihiy okean" on the atmospheric air. The enterprise releases 33 pollutants into the atmosphere. Substances of the first hazard class include: dimethylamine, benzo/a/pyrene. Substances of the second hazard class include: manganese and its compounds, sulfuric acid, hydrogen sulfide, gaseous fluorides, poorly soluble fluorides, phenol, formaldehyde. All other substances belong to 3–4 hazard classes, or are not assigned to any. The work takes into account 23 sources of air pollution at the enterprise, operating at the time of the inventory of them: including 9 — organized, fourteen — unorganized. In order to analyze the compliance of indicators with hygienic standards for the quality of the surface layer of air, according to the content of 23 pollutants in it, was carried out using a unified program — UPRZA Ecolog ver. 3.0. assessment of the magnitude of surface concentrations of these impurities at the border of the sanitary protection zone of the enterprise. The results of the calculations indicate the observance of hygienic standards of atmospheric air quality, taking into account background atmospheric pollution for 23 substances emitted by the sources of the enterprise LLC "Cf" Tihiy okean. Consequently, emission limits are proposed at the level of existing emissions. The development of air protection measures is not required, but it is recommended to use the most environmentally friendly equipment currently available. The purpose of the work is to assess the degree of negative impact of the enterprise LLC Collective fishery "Tihiy okean" on the atmospheric air, determination of the level of air pollution by the enterprise.

The Effects of the Mathematics Education Program Supported by Stories on the Mathematical Skills of 48'60-Month-old Children

This study aims to develop a mathematics education program supported by stories for 48–60-month-old children attending pre-school education institutions and examine its effect on children's early mathematics skills. The study group consists of 48–60-month-oldchildren who continue pre-school education in an independent kindergarten affiliated with the Ministry of National Education in Usak province, in 2020-2021.The study was carried out with 33 children, 18 in the experimental and 15 in the control group. A pretest-posttest quasi-experimental design with a control group was used in the study. Test of Early Mathematics Ability -3 (TEMA-3), developed by Ginsburg and Barody, was used to collect data. The test's adaptation, validity, and reliability to 48-60-month-old Turkish children had been conducted by Seker (2013). Regarding data collection, TEMA-3 was administered as a pre-test to the experimental and control group students before implementing the program. After the pre-test, the "Mathematics Education Program Supported by Stories" was instructed to the experimental group three (3) days a week for eight (8) weeks. During the implementation, "Mathematics Education Program Supported by Stories" was instructed to the children in the experimental group by the researcher; the daily education flow specified in the 2013 Pre-School Education Program was continued for the control group children. The data obtained from the research were analyzed with the SPSS statistical program. Independent and dependent t-tests were used to test the difference between the pre-test and post-test between and within groups. Based on the findings obtained from the analyzes, there was no significant difference between the pre-test scores. However, there was a significant difference between the post-test scores in favor of the experimental group. It was concluded that the mathematics education program supported by stories effectively improved children's mathematics skills.

Content-procedural provision of methodological preparation of future educators of preschool education institutions

The article reveals the urgency of the problem of methodological training of future educators of preschool institutions in pedagogical colleges; the national scientific achievements on the issue of preparation and formation of professional competence in future educators of preschool institutions are analyzed; the content of methodological support of professional training in the specialty 012 Preschool education is determined; procedural support for the training of preschool education specialists is described; criteria for diagnosing methodical training of students in the pedagogical college are determined: cognitive-informational and operational-activity. The indicators of the criteria are determined: knowledge of modern learning technologies; familiarity with teaching methods and tools; awareness of the experience of creative teachers; ability to constructively develop professional skills; ability to create a developmental environment in a preschool institution; ability to self-development and self-realization. Attention is paid to the description of materials for the study, in particular, a diagnostic and methodological map of the study. The article presents the results of pedagogical research, conducted on the basis of the Pedagogical College and data analysis. Based on the diagnostic tools, criteria have been identified that will help achieve the goal of the study. Qualitative (narrative interview) and quantitative (survey methods) research methods were used: online survey and narrative interview by self-completing Google Forms. The results of the study indicated the need to strengthen methodological information for third-year students. Conclusions of theoretical analysis and results of empirical research of content-procedural support of students of specialty 012 Preschool education are made. Prospects for further research are identified

MANAGEMENT OF THE FORMATION PROCESS OF SOCIO-PSYCHOLOGICAL CLIMATE IN THE PEDAGOGICAL STAFF OF THE PRESCHOOL EDUCATIONAL INSTITUTION

The study is devoted to the problem of forming a socio-psychological climate in the teaching staff of preschool education. The article analyzes the state of development in the scientific literature and educational practice of problems. Based on the study of psychological literature, the factors of formation of the socio-psychological climate in the teaching staff of preschool education are determined. The necessity of managing the process of forming the socio-psychological climate in the teaching staff of preschool education is substantiated. Since the basis and prerequisite for the formation of an optimal socio-psychological climate is the level of socio-psychological development of the team, so to determine the level of socio-psychological development of the teaching staff of preschool education, we used the method of socio-psychological self-assessment R.Nemov. The characteristics of the team, such as responsibility, collectivism, cohesion, contact (personal relationships), openness, organization and awareness, are identified and schematically presented in the form of a diagram of the average socio-psychological relief of relationships in the teaching staff of preschool education. The results of the study showed low indicators of socio-psychological climate in the teaching staff of preschool education, confirming the presence of pedagogical teams in many preschools in an atmosphere of hostility, unhealthy competition, low levels of mutual assistance and high levels of conflict. Based on the analysis of scientific literature and the results of studying the state of the socio-psychological climate in pedagogical teams of preschool education, a program to manage the process of socio-psychological climate in the teaching staff and ways to optimize it in the context of the head of preschool education. The prospects of further scientific research aimed at developing and implementing a system of training future specialists of preschool education institutions and heads of educational institutions for purposeful management of the process of forming a favourable socio-psychological climate in the teaching staff are outlined.

ТЕОРЕТИЧЕСКИЕ ОСНОВЫ РАЗВИТИЯ УСТНОЙ РЕЧИ ДЕТЕЙ ДОШКОЛЬНОГО ВОЗРАСТА В УСЛОВИЯХ БИЛИНГВИЗМА

Abstract. Preschool age is especially favorable for the beginning of learning the Buryat language as a second language. The child's language acquisition proceeds spontaneously, naturally and without apparent effort on his part. Preschool children are particularly sensitive to language phenomena, they have an interest in understanding their speech experience. They easily and firmly memorize a small amount of language material and reproduce it well. There are very many Buryats among Russian-speaking children who study Buryat as a second language. This is evidenced by the conclusions of sociolinguistic studies in children's educational institutions of Ulan-Ude and the republic. The article considers the features of the development of oral speech of preschool children in the conditions of bilingualism in a preschool educational institution, which are relevant today. The views of various researchers on the need to improve the methodology of teaching Buryat as a second language in a preschool educational institution and the development of oral speech of children in bilingualism are considered. The reason for the low results of teaching the Buryat language is the insufficient study of theoretical and methodological issues of teaching Buryat as a second language to preschool children. This problem has been investigated in linguistics, but has not been sufficiently developed in the methodology of teaching Buryat as a second language. There are still unresolved problems related to the definition of aimes, content, principles and methods of teaching. There are no special studies devoted to the methodology of the development of oral Buryat speech of preschool children in a bilingual environment. Analysis of the situation on the development of the Buryat language as a second language in the kindergartens of Ulan-Ude in the conditions of bilingualism and programs for teaching preschool children the Buryat language served as an occasion for the development of active methods in the development of Buryat speech of Russian-speaking children. In this regard, it is necessary to develop an appropriate methodology, to improve the theory of learning.

Context-based learning in the process of training modern teachers (Preschool education)

The purpose of the academic paper lies in analysing the features and justifying the feasibility of implementing a context approach in the process of training modern teachers, in particular, specialists in preschool educational institutions. In the course of the research, data from international investigations, scientific publications and the results of a survey of students - future teachers of preschool education institutions in Ukraine have been used. In the course of the research, the viewpoints of scientists on the application of a context-based approach in training future teachers of preschool educational institutions have been clarified. Along with this, the basic advantages of context-based learning and the prospects for using the specified approach to the organization of educational process of this category of workers have been revealed by means of questionnaires.

ORGANIZATIONAL ASPECTS OF THE FORMATION OF MANAGEMENT COMPETENCIES OF FUTURE PRESCHOOL EDUCATION SPECIALISTS

The article reveals the organizational aspects of practice-oriented activities of students in the process of forming managerial competence, in particular, the use of the method of analysis of specific situations in the example of the discipline “Planning and Management in Preschool Education”, taught at Uman State Pedagogical University. “Preschool education” of the second (master’s) level of higher education.The purposes of using the method of situation analysis, types of situations, stages of implementation of this method, etc. are described.The use of the method in the process of forming the managerial competence of the future master of preschool education implies that in oral or written form in the form of a simulation model creates a specific situation that reflects typical or unusual characteristics of various aspects of management. The student is faced with the task not only to analyze the situation but also to determine the optimal, scientifically sound ways out of this situation.The relevance of the method of a situation analysis is related to the potential for students to develop critical thinking, skills in analyzing practical examples of management decisions, learning to analyze the consequences of decisions, developing the ability to express their position and point of view, developing skills to evaluate alternative solutions or behaviors, and conditions of uncertainty.It was found that since in modern conditions the work of a specialist in preschool education is associated with the need to solve various problems, the method of analysis of specific situations as a method of practice-oriented learning allows to acquire not only necessary practical experience in their analysis and decision already within the educational process of higher education but also to develop personal and business characteristics that form the basis of managerial competence of the future specialist of preschool education.
 Keywords: practice-oriented activity; method of situation analysis; types of situations; specialist in preschool education institution; formation of managerial competence; master’s degree in preschool education.

PSYCHOLOGICAL PECULIARITIES OF THE MORAL SPHERE DEVELOPMENT IN PRESCHOOL CHILDHOOD

The article actualizes the problem of the moral sphere development in preschool childhood. The aim of the article is to reveal the psychological peculiarities and pedagogical conditions of the moral sphere development of preschool children. The analysis of approaches to defining the “moral sphere” concept has been carried out. The views of foreign and domestic scientists on the moral development of the preschooler’s personality have been highlighted. The article reveals the moral sphere structure of preschoolers: information (cognitive) component – the ideas about personal moral qualities; assimilation of moral concepts, standards, norms, and rules; emotional and motivational (affective) component – moral feelings, social and moral emotions, moral motives, moral evaluation and self-evaluation; behavioral (practical) component – moral actions, habits and actions, i.e., the actual implementation of moral norms and requirements. The content of the moral sphere components has been clarified. The author highlights the requirements of the Basic component of preschool education regarding the preschoolers’ personal competence: emotional and value attitude, formation of knowledge and skills within the educational program “Child’s personality”. Psychological peculiarities and signs of the development levels of the preschool children’s moral sphere have been outlined. The criteria (moral consciousness, moral attitudes, moral behavior, and moral experiences) and the indicators of the children’s moral development have been offered. The author determines psychological and pedagogical conditions of the moral sphere formation of preschoolers: raising the culture of teachers and parents within the moral sphere as the surrounding microenvironment of preschoolers in the family and preschool education institution; activation of a child in the moral experience assimilation; providing psychological and pedagogical support for the moral sphere development of the preschooler’s personality.
 Keywords: moral sphere; moral development; Basic component of preschool education; moral consciousness; moral attitudes; moral behaviour; criteria and indicators of the children’s moral development; psychological and pedagogical conditions of the moral sphere development of preschool children.

ACTUALIZATION OF THE DEVELOPMENT OF PROFESSIONAL COMPETENCIES AND PERSONAL QUALITIES OF THE PRESCHOOL EDUCATIONAL INSTITUTION METHODOLOGIST

The article explores one of the important aspects of the problem of forming the managerial competence of the head of an educational institution. The aim of the work was to update the professional and personal characteristics of one of the heads of a preschool education institution as an educator-methodologist.The author describes the basic requirements for professional competencies and specific personal qualities of an educator-methodologist. The specifics of professional competence of an educator-methodologist are substantiated as a dynamic combination of general and special personal-professional characteristics that reflect gnostic, correctional-gnostic, constructive, communicative, organizational, and research skills necessary for effective implementation of methodological tasks of preschool education in modern challenges. In addition, the author clarifies and characterizes the personal mobility of the educator-methodologist as one of the key professional characteristics and defines its criteria. An analysis of the personal qualities and abilities of the educator-methodologist, which are not purely professional, but are necessary for the successful management of the educational process in the preschool institution. The conclusions note that the combination of high professionalism and development of relevant personal qualities and abilities of the educator-methodologist, in general, represents a modern, dynamic, creative, and competitive manager of the new generation of educational process in preschool education. The presented study is incomplete. In the future, it is planned to develop modern forms, methods, and technologies for preparing the future manager to perform the duties and functions of an educator-methodologist in a preschool institution.
 Keywords: methodologist; preschool education; professional competence; conditions; tasks; innovations; reforms; mobility; modernization; functions of a preschool education methodologist.

A Study of the Validity and Reliability of the Preschool School Climate Scale (PSCS)

In this study, it is aimed to psychometrically evaluate the Preschool Climate Scale (PSCS), which will evaluate the school climate characteristics of preschool education institutions. Both explanatory and confirmatory factor analyzes were performed in the sample of teachers and administrators (N=910). High internal consistency values were obtained from the structure consisting of 53 items and 6 subscales. Similar values were confirmed at different times and samples after testing. The results revealed that the PSCS is a valid and consistent scale.

Training preschool educational institutions on the performance of uzbek folk instruments

This article provides detailed information on the use of methods by educators in preschool education to engage children in Uzbek folk instruments, the study of various songs through the words of the instrument, the use of music in determining the temperament of children given.

An investigation on the effects of block play on the creativity of children

ABSTRACT The aim of the present study was to investigate the effects of block play on the creativity of children. The present study adopted a quasi-experimental research design, with pre- and post-test control groups. The study group consisted of a total of 52 children, enrolled at preschool education institutions in Ankara province in Turkey. The children were submitted the ‘Personal Information Form’, ‘Stages of Block Building Evaluation Form’, ‘Creative Thinking Test through Figure Analysis’ and ‘Research Diary’ was used. The findings indicated that there was a statistically significant difference between the pre- and post-test mean scores for the subtests, attention to details, acceptance of differences, fluency, and originality, and the total creative skills of the children in the experimental group when compared to both control groups. It was concluded that the block play intervention had positive effects on the stages of block building and the creative skills of children.

THE OPINIONS OF MANAGERS AND TEACHERS WORKING IN PRESCHOOL EDUCATIONAL INSTITUTIONS ON INCLUSION EDUCATION

Inclusion education has an extremely important place in terms of the development of children in preschool period and the maximization of overall creativity. In institutions where inclusion education is conducted, it can be said that students receive a more effective and permanent education. In this study, it was aimed to take the opinions of managers and teachers working in preschool education institutions on Inclusion Education and to determine what positive and negative aspects of school administrators and teachers for inclusion education are. In this research, which uses a qualitative research method, semi-structured interviews were conducted to determine the views and suggestions of preschool teachers and administrators regarding inclusion education. According to the results obtained at the end of the research, Inclusive Education plays a very important role in the development of individuals, but in line with the financial need of both special education teachers and administrators are experiencing issues it has been observed that the lack of knowledge about.
 Keywords: Education Management, School Administrators, Inclusion

Evaluating the effectiveness of using phytoncides to reduce microbial contamination of indoor air in order to minimize the risk of illnesses in preschool educational settings

Introduction. Due to the high prevalence of respiratory diseases in children attending pre-school educational settings, the problem of their prevention is especially important. Taking into account the fact that children spend between 6 and 8 hours a day in pre-school educational institutions, one of the risk factors of respiratory diseases is the microbial contamination of indoor air. The analysis of Russian and international scholarly literature revealed the positive impact of phytoncide properties of plants on the quality of indoor air and on the psycho-emotional state of a person, however, due to the lack of experimental evidence, the practices of using healing properties of plants in children's organized groups have not been widely adopted. The results of this study confirm that the rational placement of a certain range of plants in preschool classrooms can become a promising and low-cost direction in the structure of a health-saving approach in the modern system of preschool education. The purpose of the study is to evaluate the effectiveness of phytoncides of a particular range of plants and their placement in reducing microbial contamination of the air in pre-school education settings. Materials and Methods. To study the effect of phytoncide activity of plants the authors monitored the microbial contamination of air in preschool classrooms from two kindergartens in Novosibirsk, with the main focus on the leaf area of the established range of plants and conditions of their placement. For quantitative and qualitative analysis of air microflora composition we used standard differential-diagnostic nutrient media, methods of seeding and calculation of the proportion of total microbial count and facultative microflora. Air sampling points were located in the child's breathing zone (0.5, 1.5 and 3 m away from the plants at 0.8 m height). We monitored the effectiveness of phytoncide properties of plants on the risks of children's disease during the epidemiological rise based on attendance logs. The following theoretical research methods were used: formalization, generalization, comparison and system analysis. Results. It was found that phytoncides reduce microbiological insemination of preschool classrooms where a certain range of phytoncide plants were located. It was determined that the intensity of the phytoncide effect depends on the leaf surface area and their rational distribution, taking into account the effective radius of exposure. The study found a decrease in respiratory diseases among children at preschool educational settings where phytoncide plants were placed in the classrooms. Conclusions. The results of the study can be employed in recommendations for the use of a certain range of plants with pronounced phytoncide activity as one of the components of health-saving conditions in the modern education system.

INNOVATIVE PROJECTS AND STEM EDUCATION IN PERSONALITY DEVELOPMENT THROUGH THE PRISM OF ALL LINKS OF EDUCATION IN UKRAINE

The paper studies the innovative projects in the development of personality through the prism of all levels of education in Ukraine in the process of professional training of pedagogues of preschool education institutions and higher school. Problematic issues concerning on theoretical and practical training of pedagogical workers of preschool education institutions and higher school are investigated. The pedagogical conditions of creation of professional competence of pedagogical workers of preschool education institutions and higher school are investigated. It is established that the reform of education in Ukraine involves a radical restructuring of the management, which requires a significant increase in the professionalism of management. The experience of applying pedagogical innovations in the training of future pedagogues of preschool education institutions and higher school is analyzed including multimedia lectures, interactive communication, game modeling, innovative projects, trainings. It is established that the use of practiceoriented innovation projects in the training of future pedagogues of preschool education institutions and higher school allows them to more fully develop their professional needs and interests, helps to acquaint with the specifics of professional activities, arouses interest and need in the formation and application of innovative technologies. The characteristic features of STEM-education have been identified, which are important in the training of future pedagogues of preschool education institutions and higher school. It is investigated that an important tool on which the effectiveness of the development of the professional position of pedagogues of preschool education institutions and higher school depends is the constant self-improvement of professional activity. The functions of the process of self-improvement of the pedagogues professional activity are determined. Thanks to the update of the Laws of Ukraine “On Preschool Education”, “On Education”, “On Higher Education” and the implementation of the National Doctrine of Education for 2021-2022, the Concept of ”New Ukrainian School", the Concept of Pedagogical Education received positive results education and higher education.