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Background. This problem is caused by two factors. On the one hand, there is a need to develop educational programs for various types of preschool educational organizations operating in the conditions of standardization of preschool education content. On the other hand, there is a lack of an approach that allows designing and implementing educational programs in accordance with the current norm.

Objective. Testing a regional approach to the design of basic educational programs of preschool education in preschool educational organizations with various key characteristics and scales.

Sample. The study involved 6 preschool educational organizations of the regional network of various scales and with different initial characteristics and amounts of resources.

Methods. The study used: training of management teams, individual consultations on the application of the approach, expert support for the process of designing educational programs for preschool education and their experimental implementation in kindergartens.

Results. Each preschool educational organization participating in the study developed an educational program for preschool education. All programs were designed in accordance with the content of the Federal Educational Program for preschool education based on the proposed regional approach. The presentation of the software products obtained during the study was carried out in five regions of the Russian Federation as part of the implementation of a federal grant from the Ministry of Education of the Russian Federation.

Conclusions. The results of the study allow us to rethink approaches to the design of educational programs of preschool education, minimize the risks of full-fledged implementation of Federal Educational Program for preschool education and a formal approach to designing educational programs of preschool education. The obtained software products can be used in developing recommendations for educational organizations experiencing difficulties in designing educational programs and as model software solutions for the implementation of the practical part of professional development programs that take this issue into account.

Background. The study of the problem of methodological support for preschool teachers in the design of the educational program of a preschool organization is actualized by the need to improve the quality of education and the effectiveness of pedagogical work in the context of changing requirements of regulatory documents. In preschool education, this is the introduction of the Federal Educational Program of Preschool Education. The quality of the educational program design depends on the level of readiness of teachers for design activities, their competence, knowledge and skills, which determines the need to identify professional deficits and provide methodological support to fill them in a preschool organization.

Objective. Determining the possibilities of various forms of methodological work to fill the professional deficits of educators in design activities identified during diagnostics.

Sample. The study involved 420 educators of preschool educational organizations of the Chelyabinsk region in 2023 and 2024 (2023 - 270 people, 2024 - 150 people). Of these, 92 have the highest category, 178 have the first category, and 150 have no category.

Methods. The following methods were used: theoretical analysis of regulatory and methodological documents of the federal and regional levels, which are the basis for designing and implementing methodological work as a means of supporting teachers in designing the educational program of a preschool organization; comparative analysis of data from a diagnostic study of the level of development of design activities; diagnostic maps that allow identifying the degree of severity of teachers’ theoretical ideas about pedagogical design, its stages, project implementation indicators, as well as the degree of formation of design activity methods.

Results. A description of the forms of methodological work (reproductive, reproductive-heuristic, heuristic, heuristic-productive, productive) is given, which are correlated with a specific content of educators’ activities to fill professional deficits in design activities. Based on the analysis of the data of the diagnostic study of the level of formation of the design activities of educators, the main professional deficits are identified, leading to typical difficulties in designing the variable part of the educational program.

Conclusions. Taking into account the features of the forms (reproductive, reproductive-heuristic, heuristic, heuristic-productive, productive) of methodological work when replenishing the professional deficits of educators is a means of supporting educators in designing the variable part of the educational program of a preschool educational organization, contributes to improving the quality of preschool education.