Abstract:

The article reveals the problem of preparing teachers for work on the development of cognitive-research activities among preschool children in the context of the implementation of the federal educational standard for preschool education. The formation of readiness of teachers to work on the development of cognitive research is determined by the need to use the most effective means of upbringing, training and development in a modern preschool educational institution. It is noted that the process of reforming the system of preschool education requires from educators not only a high level of professionalism, but also mobility, the desire for constant self-education, and quick response to dynamically changing requirements for the quality of professional activity of preschool education workers. It is indicated that in the process of organizing cognitive research activities, teachers do not always take into account the age characteristics of children, find it difficult to choose varied content, developing forms and methods of organizing substantive and practical activities that contribute to the development of cognitive research activities of preschool children. It was revealed that teachers lacked an empathic attitude towards children, an information and competency component, the least developed was the motivational component of readiness to work on the development of cognitive and research activities among preschool children in the framework of the requirements of the federal educational standard for preschool education. The organizational and pedagogical conditions for the formation of the readiness of educators for work on the development of cognitive and research activities among preschool children are described.

Methods:
Theoretical analysis of literature, analysis of scientific and methodological documentation, pedagogical experiment, psychodiagnostic methods (survey, conversation, testing), methods of statistical processing of results.

Results:
The study conducted by the authors revealed insufficient development of empathic component in the structure of readiness of educators to work on the development of cognitive-research activities in preschoolers. A moderate orientation of educators to a personality-oriented model of interaction with children was diagnosed. Information-competence and motivational components of readiness of educators were at a low level. The lack of system in self-development, limited resources and time of teachers is revealed. At the same time, educators demonstrate the transfer of previously acquired knowledge and skills to new conditions, providing a sufficient level of quality of the educational process of pre-school education.

Conclusions:
The obtained data indicate the need for further research in the field of scientific and methodological support of educators with the development of a model for the development of readiness of teachers to work on the development of cognitive research activities in preschoolers: refresher courses, workshops, master classes, business games.

Keywords:

Professional activity, readiness of teachers, components of readiness of teachers for the development of cognitive research activities in preschool children.