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Introduction. The paper presents results of theoretical research and practical evaluation of the problem of developing creative abilities in senior preschool children. The purpose of the study was to develop a system of pedagogical support for creative self-realization of preschool children.

As theoretical foundation pedagogical studies on encouraging creative activities in children, made by L. A. Venger, N. F. Vishnyakova, R. I. Zhukovskaya, Т. S. Komarova, I.Ya. Lerner, A. I. Savenkov, N. M. Sokolnikova, A. I. Usova, O.S. Ushakov were used. The authors showed the possibility of developing creative abilities in preschool children by providing a focused learning process in preschool.

The practical significance of the research lies in determination the cultural practices pedagogical means of developing creative abilities in preschool children. Results of the research can improve the process of aesthetic development of preschool children in the system of preschool education. Results of the research can be used by preschool teachers, students of pedagogical universities colleges; they can be useful for creating preschool educational programs.

Conclusions. Pedagogical support in developing creative abilities in children is determined by a special set of pedagogical conditions: studying the level of creative activity of a child; development and implementation of the partial educational program, which presupposes developing creative abilities in children in the process of learning the culture and traditions of their country; pedagogical education of parents about creative development of senior preschool children.

The article deals with transition from kindergarten to first grade at primary school as a process involving the child, the family and educational institutions of different levels. It discloses the notion of effective transition as a set of conditions in which a child can enter school life, find its place in it, establish communication with adults and peers, show independence, experience emotional well-being, etc. Empirical research shows a connection between preschool educational environment and effective transition to the first grade at primary school. The preschool environment is assessed by the degree of its orientation to the child, democracy, etc. (as described in the method called The scales for comprehensive rating of the quality of education in preschool educational organizations, ECERS). Transition is rated according to the degree of success in how a child gets used to school, the level of his independence, self-confidence and so on, as described in The checklist of a child’s social and emotional development, PSED. The result shows that schoolchildren with greater independence in the first grade are those exposed to a preschool environment where care-givers encourage dialogue, respect between children and adults, contribute to independent resolution of conflicts, emphasize positive behavior, practice a smooth, intuitive transition between different activities and so forth. It suggests that the creation of such an environment is more effective than consistent and targeted training.

Background. Professional competitions for educators play a significant role in the development and improvement of the education system, helping to improve the professional skills of teachers and the quality of the educational process. In recent years, correspondence teaching competitions have been gaining popularity, which allow participants to present professional experience and learn about new technologies and working methods. An important aspect is that professional competitions help to increase the prestige of the educator’s profession by attracting young and talented specialists to this field.

Objective. Determining the features of the professional activity of a modern preschool teacher based on identifying the most characteristic problems of kindergarten teachers and specialists and studying the experience of practical solutions.

Sampling. 201 works were submitted to the competition, teachers with various work experience from most municipal districts of the Ivanovo region took part, which made it possible to create an almost complete picture of professional problems and solutions in the field of preschool education in the region. The majority were teachers with work experience from 6 to 10 years.

Methods. Analysis of competition documentation, grouping of competition works by topic, problem, proposed solutions.

Results. An analysis of the topics and materials of the contestants showed that most often teachers are faced with the problems of developing children and the upbringing of certain qualities in them (patriotism, love of nature, hard work, neatness, and others). Teachers also have difficulties with children’s communication problems associated with immature communication skills or speech disorders; solving individual didactic problems; organizing a developing subject-spatial environment; preparing and conducting classes with children; interacting with parents of preschoolers; psychological problems of children and working with special preschoolers. As a solution to these problems, teachers described the use of various educational technologies, methods, and techniques, including the project method, case method, quest technology, art therapeutic methods, non-traditional drawing techniques, and teaching aids.

Conclusions. The study showed the desire of teachers to solve problems in their work by means beyond their professional profile. There is also a tendency to replace the consideration of the cognitive interests of the child with formal tasks of implementing an educational or partial program.