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One of the major challenges of the mainstream professional development programs is their focus on mastering individual knowledge and technologies instead of creating conditions for the development of teachers themselves. In particular, instead of their critical thinking and reflection, while it is reflexion that allows teachers to qualitatively change the educational process, while keeping in focus both children’s interests and abilities and cultural development objectives. This article addresses approaches to the understanding of self-reflexion and proposes a model of self-reflexive professional action. The authors, following the logic of the cultural-historical approach by Lev Vygotsky, Daniil Elkonin and Georgy Shchedrovitsky, consider the visual model of the results of children’s development, the visual model of professional action, the model of self-reflexive solution, the positions of the “defender”, the “critique” and the “voice of the child” as the means for the development of self-reflexion. The use of these tools became the basis for a specially developed program of professional development for early childhood teachers, in which teachers are offered the following tasks: immersion in children’s activities, analysis of video of both own and others’ practices, and the creation of “Navigators”. The article also presents such a tool for studying reflexive observation as a “Professional Eyewear”, which allows to evaluate such aspects of self-reflexive action as the ability to orientate oneself to the tasks of children’s development, the ability to observe children and the ability to see the causal connection between the actions of a teacher and the behavior and emotions of children. The annex to the article formulates the main stages and principles of building a program aimed at the development of self-reflection among teachers.