The theoretical generalization and a new solution of the future social teachers training for gender-role socialization of preschool children are presented in the dissertation. The main content of investigation's key notions such as "social gender", "gender", "gender role", "preschool children's gender-role socialization" are defined and specified on the base of social-pedagogical literature analysis. It's distinguished, that notions "social gender", "gender", "gender role" are the basic categories of "preschool children's gender-role socialization", which is the spontaneous process and directed on child's personality, contributing to its formation as a representative of a particular gender with the appropriate physiological and psychosocial peculiarities. The author singles out the following interrelated components in the structure of gender-role socialization of preschool children singled: gender differentiation, gender-role identification and gender-role behaviour. The training of future social teachers for gender-role socialization of preschool children identified as a component of professional training, which involves the formation of future specialists professional knowledge about preschoolers' gender peculiarities, skills needed for effective socio-pedagogical support of gender-role socialization of preschool children. Future social teachers' readiness for gender-role socialization of preschoolers is interpreted as a result of high school professional training, integrated professional and personal characteristic of future social teacher, which allows for successful gender-role socialization of preschool children taking into account their psychological and pedagogical peculiarities which are based on productive interaction with the different objects of educational process. The following criteria (cognitive information, person-motivational, creative-activity), and their indicators and levels (sufficient, medium, low) of future social teachers for gender-role socialization of preschoolers are determined by the author. The model of future social teachers training for gender-role socialization of preschool children is developed and experimentally tested within the investigation, it includes methodological approaches (environmental, gender approach, competence approach), the principles (the principle of consciousness and activity in studying, systematic, consistency, continuity, integrity, expediency, predictability, freedom of choice and cooperation), stages (motivational and stimulating cognitive-reflective, creative and practical) contents, forms and methods; criteria (cognitive information, personal and motivational, creative-activity) indicators and levels (sufficient, medium, low) readiness of the future social teachers for gender-role socialization of preschoolers. The first stage - motivational and stimulating - the formation of students sustained motivation to obtain knowledge which is required for the development, education and socialization of preschool ages children, the formation of the awareness of the importance of gender-role socialization of children at the stage of pre-school childhood. The second stage - cognitive-reflexive - actualization of knowledge about the process and characteristics of gender-role socialization of children at the stage of pre-school childhood was ensured, the formation of students sustained interest in gender pedagogy; identifying key tasks in the process of vocational and educational activities in the context of gender-role socialization of preschool children. The task of the third phase - the creative and practical - was to mastering the technology of practical socio-pedagogical support of preschool children gender-role socialization, applying of theoretical knowledge and skills which students got during the teaching practice in preschool establishments. Educational conditions for effective future social teachers training for preschool children's gender-role socialization is proved and tested (providing positive reinforcement of future social teachers to work with preschool children in the course of their gender-role socialization with awareness of its importance for the formation of gender culture of children; improving of essence-content saturation and programme and methodic support of future social teachers training, the use of the potential of pedagogical practice in order to develop students practical experience in working with children of preschool age in the course of their gender-role socialization). The discipline "Gender-role socialization of preschool children: the nature, specificity and maintenance", built on the principle of unity of theoretical and practical training of future social workers are created, developed and implemented. The introduced course provided to shape students' holistic understanding of the essence of the concepts of "gender-role socialization", "gender role", "gender differentiation", "gender-role identification", "gender-role behavior"; understanding psychology of gender, gender characteristics determine the identity and characteristics of gender-role behavior of the child; mastering social and pedagogical support gender-role socialization of children in pre-school interaction and family.
