Background. The study of the regional historical and pedagogical heritage in the area of pre-school education enables to take into account the experience gained in implementing modern types of further training and developing programmes to improve the quality of teaching staff. The problem of analysis consists in recreating the practice that meets the internal needs of teachers to change the educational situation, get professional reflection, and comprehend the productivity of self-development.
The Objective of the research was the historical and pedagogical analysis of the main types of self-education of pre-school specialists in the second half of the 20th century, implemented in Perm territory educational institutions.
Design. In the research the types of pedagogical self-education of the Ural pre-school education specialists in the second half of the 20th century and their updating for regional professional development programmes were studies. The analyzed sources were normative documents regulating the activities of pre-school institutions in the 1950 – 1990s, documents from the archival funds of Perm Territory, memories of the oldest pre-school education specialists, the authors’ expeditionary and pedagogical materials. To solve the tasks, a set of methods of historical and pedagogical research, generalization of pedagogical practice, and the actualization method were used.
Results. The result of the research is the analysis of types of pedagogical self-education in the regarded period and identification of the most valuable ideas with the potential to develop modern regional programmes aimed at improving excellence and practices of pre-school education specialists.
Conditions for the dynamic development of types of self-education in the second half of the 20th century were created by the rapidly developing theory and practice of pre-school pedagogics, organized self-education activities directed by heads of institutions, methodological offices, pedagogical educational institutions, innovative search of master teachers and model kindergartens. The prospects for integrating the described forms with self-education technologies at the present stage are seen in strengthening such approaches as inviting well-known teachers for course training and creative meetings, conducting open classes and seminars online, organizing research groups to study alternative methods, creating experimental platforms to integrate preschool and school education. To develop the regional concept for improving pedagogical excellence, the idea that all participants of the educational process take an active part in the asceticism remains relevant.