The thesis presents the results of a research which is devoted to the problem of future teachers of preschool education establishments professional training for pedagogical creativity. Theoretical concepts and methodological training of future teachers of preschool education establishment professional training are defined and scientifically grounded. The essence of the concepts of "creativity", "pedagogical creativity", "children's creativity" are determined, the author characterised preschool children creative potential. The essence of the phenomena of "future teachers of preschool education establishments professional training for pedagogical creativity" (multi aspectual, purposeful, long-term process of personal professional development of teacher's creative individuality, who is ready for future innovation in modern kindergartens); "readiness of future preschool teachers for pedagogical creativity" (personal newly formed qualities, that include creative teaching values, individual artistic quality, creativity and the need for a set of professional knowledge and skills needed to organize creative activities in modern kindergartens). The criteria (cognitive-operational, emotional and volitional, motivational value, active and creative) with corresponding. The author also determined levels future teachers of preschool education establishments readiness for pedagogical creativity: high (creative), average (search) and low (reproductive). Organizational and pedagogical conditions of future teachers of preschool education establishments for pedagogical creativity are defined: presence of positive motivation of future teachers of preschool education establishment's professional training; educational organization developing the creative space of higher education; situations using creative professional success; providing subject-subject of relations between teachers and students in the creative growth of future teachers of preschool education. The model of future preschool teacher for pedagogical creativity that includes a set of interconnected blocks (methodological target; in content-operational, effective) and is realized on the motivation-aimed, cognitive-cognitive, self-search, creative and developing stages. Methodologically-target unit includes the following approaches: acmeological, competence, and axiological principles: child centered; individualisation and differentiation humanizing education students; diazotization of professional pedagogical communication; the principle of collaboration, co-creation, synergy teacher and student. Content-operating unit model of future teachers of preschool education establishments professional training for pedagogical creativity held four interrelated phases: cognitive-cognitive, self-search, creative and developmental, motivational target, each characterized by appropriate training content, carried out by with a specific range of forms, methods and means of educational activities for future educators. The effective model of future preschool teachers training consisted of corresponding criteria and levels of future specialists of preschool education for pedagogical creativity. Methodic of future teachers of preschool education establishments professional training for pedagogical creativity, which consisted of four phases that differed semantic content, methods and forms of training of future teachers and collectively ensured the implementation of organizational and pedagogical training conditions of students' professional training are theoretically proved and tested. Psycho-pedagogical support of students at all stages was aimed at building them positive life motivation, creative self-realization in professional activities, to encourage their creativity, creating a situation of professional success, allowing them to feel confident in their creative capabilities and psycho-pedagogical support teachers. Methodic guidelines are developed and implemented for high-school teachers and students of the University, the course "Pedagogical creativity in preschool teacher's professional activity" is contributed to improving the formation of future teachers of preschool education establishment's professional training during training and educational activities. All the mentioned activities, models and approaches had a positive impact on the dynamics of professional development of future teachers of preschool education establishments professional training for pedagogical creativity, which was confirmed by the results of the forming experiment. Therefore, the purpose and objectives of the study fully completed and the main provisions hypothesis gained evidence.
