Abstract

Introduction. In the modern educational situation, it becomes relevant to search for and implement effective practices that can become an alternative to traditional methods of transmitting knowledge and forming the skills of preschoolers. These include design that motivates the cognitive activity of children and increases the educational potential of the pedagogical process. In this regard, the expediency of providing methodological assistance to educators in overcoming the deficit of competencies in the design of educational practices is substantiated. Theoretical analysis. When substantiating the model of methodological support, an analysis of theoretical approaches to this problem was undertaken, which made it possible to identify priority forms of cooperation between the methodologist-mentor and teachers: mentoring, tutoring, and coaching. The results obtained give grounds to conclude that it is necessary to create conditions for teachers to master the practices of designing the educational process. Conclusion. In order to build an effective system of support for creative endeavors, both for an individual teacher and for the entire teaching staff, it is important to take into account their readiness to participate in transformations; possess the ability to react quickly and rebuild models of methodological support depending on current conditions. Consideration of the problem made it possible to prove the relevance of the proposed model of methodological support for the design of educational practices in achieving qualitative transformations of pedagogical activity.