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The authors of the article draw attention to the peculiarities of developing cognitive and creative activity in pre-school children in the context of pre-school education reforms. It is noted that the activities of a modern kindergarten are based on “favorable socialization of children” in the process of their assimilation of social life experience and relationships. This requires establishment in the preschool educational of a livelihood that would not only be safe but also filled with a variety of events; it also requires close interaction between children and adults in the educational process at the level of equal partners. The described model of innovative activities of a pre-school educational establishment is dedicated to the issue of formation of children’s cognitive and creative activity by means of familiarizing with the origins of the Russian folk culture is exactly the one that entails a variety of events and such a type of interaction with children when the adult deliberately tones down his or her subjectiveness in favor of the child, providing the latter with space for self-development.

Background. In the context of social and economic transformations, the need for high-quality preschool education adapted to regional specifics is growing. The Amur Region, which has unique natural and ethnocultural resources, requires teachers to possess the competencies to effectively implement the regional component. However, the insufficient development of methodological support in the continuing professional education (CPE) system creates barriers to its high-quality implementation. The relevance of the study is determined by the need to create and test effective methodological tools for integrating regional content into teacher training.

Objective. To substantiate the need to introduce methodological recommendations for the implementation of the regional component as an effective way of methodological support for kindergarten teachers in the CPE system.

Sample. The study involved 7 regional internship sites (the “We Teach and We Are Taught” network) and 176 preschool organizations in the Amur region.

Methods. The study was based on an analysis of educational programs; observation of internships with recording of practical interactions between participants; and study of protocols of pedagogical councils. As well as monitoring the quality assessment of the “Implementation of the Regional Component of Preschool Education” area in preschool educational institutions in the Amur Region in 2025.

Results. The effectiveness of methodological recommendations for the implementation of the regional component was confirmed: internship sites not only integrated local history material, but also became competence centers that spread experience through networking.

Conclusions. The developed methodological recommendations for implementing the regional component in preschool education in the Amur Region provide a systematic, practice-oriented, and theoretically sound approach to enhancing teachers’ professional competencies and the quality of the educational process. As a result of their application, a transition has been achieved from a fragmented inclusion of regional content to a holistic, sustainable practice, demonstrating the high effectiveness and potential for scaling up this experience.