The dissertation is devoted to the research of the problem of development of teachers’ readiness for socio-economic education of preschool children in the system of postgraduate education. The paper summarizes the theoretical generalization and practical solution of the problem of the development of teachers’ readiness for socio-economic education of preschool children in the system of postgraduate education. The analysis of the scientists’ opinions and the real state of the problem under study allows us to interpret «teacher’s readiness for socio-economic education of preschool children» as a multicomponent professional and personal formation, which contains a system of professional pedagogical knowledge, skills, competences, a complex of individual and psychological qualities of personality, socio-economic views and beliefs; makes the educational process effective; is ensured by the unity of cognitive, activity, reflexive and creative components of the expert’s readiness. The structural components, criteria, indicators and levels of teachers’ readiness for socio-economic education of preschool children in the system of postgraduate education, which reflect the dynamics of its formation, are specified on the basis of analysis, generalization and systematization. One distinguishes the following structural components of the investigated readiness: cognitive, activity, reflexive and creative. The effectiveness of the proposed pedagogical conditions (use of interactive methods and modern pedagogical technologies for the purpose of teachers’ obtaining the professional experience and further self-improvement; creation of a modern educational subject-developing environment through the interaction of scientific and creative approach; use of pedagogical tools based on the interactive communication of the teaching staff with the parents) using intellectual, practice oriented, reflective and evaluative, creative artistic criteria is checked. The described criteria and indicators made it possible to define low, average, sufficient and high levels of teachers’ readiness for socio-economic education of preschool children in the system of postgraduate education. The organizational model of development of teachers’ readiness for socio-economic education of preschool children in the system of postgraduate education is developed and explained. It consists of four connected stages: organizational (aims, tasks and principles of the readiness development), content-related (components, criteria, availability factors), active-practical (pedagogical conditions, forms, methods of work), evaluative and effective (levels of readiness, result). The dissertation describes in detail the logic and procedure of the pedagogical experiment. The methodical recommendations for scientific-pedagogical and teaching stuff in terms of development of the teachers’ readiness for socio-economic education of preschool children in preschool education institutions in the system of postgraduate education are explained.
