ACADEMIC TEXTS REPOSITORY

Summary

The methodical article highlights the issue of forming a centre for professional growth of pedagogical staff of preschool education institutions. The scientific sources are analysed in order to formulate the tasks of the methodological office, the activity of which is organised and directed by the educator-methodologist. The emphasis is placed on providing systematic support to pedagogical staff to improve their professional competence; forming and updating the educational and methodological support of the educational process; creating an innovative space; providing pedagogical support to parents on the development, upbringing and education of their children; conducting a systematic, targeted study and evaluation of the quality of education and educational activities. The areas of activity of the educator-methodologist, taking into account each task, which require the most attention, are investigated, and the difficulties they face in their implementation are identified. It is proved that in order to perform the tasks qualitatively, a specialist should have the skills of analysis, planning, organisation, coordination and evaluation of the activities of a particular specialist and the teaching staff as a whole. The principles of methodological work are presented and characterised, namely: democracy; openness and collegiality, including corporate cooperation and advisory support; systematic methodological support of educational activities; scientificity, flexibility and prognosticity; academic freedom. The ideas of A. M. Bogush on the facilitative role of the teacher-methodologist in the organisation of the educational process, O. M. Dobosh on the creation of an innovative space in the institution, and T. Y. Shynkar on the introduction of partnerships with parents in the system of methodological work.