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Professional development is a continuous process. To achieve their goals teachers choose different universities and courses. Few teachers can identify their workplace as a base for continuous training. At the same time properly organized group activities and training of teachers in the workplace are the most effective way of training and professional development. However, non-obviousness of this fact in the implementation of new programs in pre-school educational institutions often generates strong resistance of workers. The main task of the administration and educational psychologists is to overcome it. This article addresses the problems arising in the implementation of innovative programs for socialization of preschoolers and describes the ways of overcoming them in order to improve the qualification of teachers in the workplace.