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The purpose of the publication is to design methodological support, providing an extension in the level of professional and methodological training of teachers for economic preschool education tasks fulfillment in the context of digitalization. The methodology of the article is based on a theoretical and experimental study of the problem under concern, which allowed us to define professional and methodological readiness of teachers in the field of economic preschool education and highlight assessment criteria. A scientific and theoretical analysis of the problem of economic preschool education is carried out. It is illustrated that the design of methodological support in accordance with the principles of system-activity and individually-differentiated approaches, management of professional development based on the vitagenic experience of teachers and current trends in the development of economic preschool education is a promising direction for increasing the level of professional and methodological readiness of teachers. A methodological work plan is proposed, a feature of which is the development of the content and forms of methodological support, recommended report forms, and the level of their presentation. The importance of humanitarian technologies in the process of its implementation is emphasized. Testing results indicate a significant increase in the level of professional and methodological readiness of teachers in the field of economic preschool education. The professional and methodological readiness of teachers to implement the tasks of economic preschool education is defined by the authors as a complex of interconnected components: motivational-value, substantive, procedural, reflective-evaluative. Three levels of its formation are proposed: optimal, sufficient, critical.

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Introduction. The article presents the results of the author's research work on the study of the factors that determined the development and approval of the content of the course of university pedagogy in the 1930s on the basis of the integration of state ideology and pedagogical science. The article makes an attempt to highlight general (on a national scale) and specific (using the example of the Nizhny Novgorod Pedagogical Institute, which celebrates the 110th anniversary of its foundation this year) features of the development of the content of pedagogical science in this period.Materials and Methods. The research was carried out on the basis of the analysis of normative documents, materials of pedagogical periodicals, generalizing works of scientists, archival documents of the Central Archives of the Nizhny Novgorod Region: articles, reports, resolutions, protocols, etc. Basic research methods: analysis of sources, comparative analysis of data.Results. Based on the study and analysis of data, trends in the development of the content of pedagogy as a science under the influence of government decrees, through the prism of socio-political events taking place in the 1930s, are shown. The dynamics of the development of the content of pedagogical science and education in the period under review is analyzed, the influence of state ideology on the development of pedagogical science in a national and regional format is characterized on the material of pedagogical educational institutions of Nizhny Novgorod, mainly the Nizhny Novgorod Pedagogical University. The role of government decrees in the field of pedagogical education in the practice of regional pedagogical universities and departments of pedagogy is shown. It can be stated with complete confidence that the 1930s in Soviet pedagogy passed under the sign of the development of program documents on university pedagogy.Discussion and Conclusions. The author considers the problems of the formation and development of pedagogy as a social and humanitarian science, shows the influence of politics and ideology on the development of pedagogical science and practice, substantiates the dependence of pedagogy on the order of society, the state, and the ruling party.

In the structure of the teacher’s professional and pedagogical competence, creativity characterizes his creative achievements and is considered as the ability to design new non-standard products and high results by activating creative abilities. The creative potential of teachers is realized in practice through the development of creative products in the field of education, and the form of implementation of such products can be very diverse - from designing and delivering a lesson to pedagogical discovery. Within the framework of this research, ways of developing the creative potential of a teacher have been studied. It is emphasized that for its development, it is necessary, first of all, the inner desire of the teacher, the actualization of the desire for self-development, and creative growth.