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The paper reviews main approaches to the design of practice-oriented basic professional educational programme (master’s degree).It describes a new approach to graduate training through the acquisition of professional actions in quasi-professional activity.This training is constructed around the professional actions of kindergarten teacher necessary for supporting the educational process in kindergarten.The content of professional training in compliance with the new programme involves mastering specific activities, such as carrying out educational monitoring, analyzing its outcomes and designing the educational process in accordance with features and needs of children of a particular educational institution.Finally, the paper outlines the factors which promote better practice-oriented graduate training in modern conditions (network interactions with kindergartens, availability of supervising educators).

The article discusses the concept of “the teacher’s readiness for developing interaction,” which is regarded as a professional personality quality associated with the uniqueness of each child. It is also characterized by the ability of a teacher to provide subjective interaction with a child, to support the development of children's initiative, to design skills for the individual space of the child’s personal development, to form personal qualities that ensure the emotional well-being of each child. The article provides the data on the level of readiness of educators to implement developing interaction with preschool children. The implementation of the developing interaction largely depends on the style of pedagogical communication, the chosen position in communication: Adult, Parent or Child (E. Berne) and the level of emotional intelligence development of the educators. Analysis of the study results showed that all educators have the first and second levels of effectiveness of pedagogical communication, characterized by particular skills in the organization of children. The majority of educators while communicating prefer the ego position of “Adult” with the formula A-P-Ch, and most educators have a low level of integrative emotional intelligence and empathy, which does not contribute to the development of interaction with children. The results of the diagnosis showed the need to strengthen not only the practical component of the teachers 'professional readiness, but also the concretization of students' ideas about the developing nature of interaction, as well as the identification of the benefits of traditional types of children's activities in the development of children's interest and initiative.

Sociocultural transformation of society, its digitalization dictate certain requirements to the system of education. Adaptation of education processes both in kindergartens and universities is related with readiness of teachers for implementation of digital technologies into education process. The significance of their use in education is accompanied by numerous questions regarding elimination of negative influence of digital content on a forming developing person, on their rational and reasonable application at early stages of social and personal development of preschool children. The conceptual field of pedagogy is supplemented by new categories: digital education, digital education environment, digital competence. This article presents results of teachers’ surveying on the issue of readiness to designing information environment and attitude to the digital technologies implemented into education. On the one hand, the teachers highlighted advantages of the applied information technologies: individual education, possibility to master the program by preschool children and to consolidate knowledge and skills in the case of prolonged absence from studies, time saving, mobility and flexibility of education. On the other hand, the teachers mentioned the main drawbacks of the use of digital technologies: possible harm for health of children, inability of full development of speech, communication skills, development of gaming activity. The main problems preventing active use of modern technologies are comprised of low digital competence of university graduates and working teachers; age features of preschool children, which do not allow to study material without assistance by adults; the lack of opportunities of pupil’s parents to actively participate in educational activity of preschool entity.

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