Methodological Support of Professional Development of Precessary Education Teachers Based on A Competency Approach

The article addresses the theoretical and methodological foundations of organizing methodological support for the professional development of preschool educators based on a competency-based approach. The relevance of the study is determined by the modern requirements for the quality of preschool education, the growing role of educators as key participants in the educational process, and the need for their continuous professional improvement in accordance with state educational standards and the professional standard for educators. The article clarifies the essence of the concepts of "methodological support," "professional development of educators," and "competency-based approach," and defines their interrelationship within the system of methodological work in preschool education institutions. It is substantiated that methodological support, built on the principles of a competency-based approach, promotes the targeted formation and development of professional, communicative, innovative, and reflective competencies of educators. The main directions, forms, and methods of methodological support are outlined, including individual and group consultations, trainings, workshops, pedagogical coaching sessions, professional communities, and educators' self-educational activities. The role of the methodological service of preschool institutions in creating a favorable educational environment for the professional growth of educators is emphasized. The study concludes that the implementation of competency-oriented methodological support ensures the improvement of the quality of the educational process in preschool institutions and contributes to the sustainable professional development of teaching staff.