Organization of methodological support for the implementation of the regional component in the system of additional professional education of preschool teachers in the Amur Region
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
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.
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