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Methodology. The article describes the history of the creation and development of one of the oldest faculties of the Herzen State Pedagogical University of Russia – the Institute of Childhood, which prepares specialists for preschool and primary education. Authors describe the changes in structure, the content of the work and the organization’s characteristics of the institute.

The article purpose is description of the 100-year history of the development of the Institute of Childhood of the Herzen State Pedagogical University of Russia, the identification of pedagogical traditions and prospects for the further development of the institute. The article is based on an analysis of documents and other sources describing the emergence and development of the Institute of Childhood.

Results. Starting from the St. Petersburg Froebel Society founded in 1871, the tradition of the training of specialists in preschool and primary education in Russia is described. The history of the appearance in 1918 and the development of the first higher educational institution in Russia is unfolded. The history of the development of the main directions of the Institute’s work – pedagogical and scientific research activity – is shown. The transformations of the departments, the contribution of the well-known researchers of preschool and primary education to the training of personnel, the current state and prospects for the development of the Institute of Childhood are described.

Conclusions. The presented article makes it possible to analyze the directions of development and ways of improving the system of training specialists in preschool and primary education, to realize the necessity of continuity of the two levels of education, not only in the implementation of the educational process, but also in the preparation of future educators of pre-school educational organizations and primary school teachers.

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.