Svetlana L. Koksharova

The issues of psychological and pedagogical support to families with young children are under the close attention of the government: the need for psychological and pedagogical support of the family from the educational organization is of particular importance at an early age of the child – during this period, the child's development proceeds at a tremendous speed, the compensatory capabilities of the child's body are very high. The earlier possible deviations in the child's health are detected, the higher is the probability of correcting them both physically and mentally. Pedagogical support of the family should begin long before the child enters an educational organization, this poses a number of tasks for preschool education teachers, such as: ways to provide pedagogical assistance to the family, forms of support, the content of work in areas, the ethics of cooperation in the parent-teacher-child triad. In the article, the author provides the results of the study of the level of professional competences formation among teachers of preschool education, which make it possible to carry out psychological and pedagogical support of families with young children in practice. Theoretical and empirical methods were used in the study. Among the theoretical methods, the author used the analysis of psychological, pedagogical, philosophical literature on the problem of the research; system-structural and comparative analysis of pedagogical processes and phenomena; study, generalization and scientific analysis of pedagogical experience; modeling. The empirical ones involved observation, conversation, study of the results of activities, expert assessment, pedagogical experiment; methods of statistical processing of the data obtained, their graphical interpretation. The results of the study indicate the growing contradictions between the need for psychological and pedagogical support of families, on the one hand, and the insufficient level of the necessary professional competences formation in teachers who provide this support, on the other hand. The tenets, criteria, conclusions contained in the article can be applied in the system of additional professional education when designing advanced training courses for teachers working with families with young children.