Let us consider the contradictions that define the problem:

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a, L. M. Denyakina, N. N. Lyashchenko, L. V. Pozdnyak, P. I. Tretyakova, L. I. Falyushina and others [3]. According to these authors, entry into the profession of young teachers of a preschool organization is characterized by great tension. Whether he will continue to work in the sphere of preschool education will depend on how the period of entry into the profession goes [3].

Young teachers who now most often come to work in preschool educational organizations are specialists with secondary vocational education who have completed a professional retraining program in the field of "Preschool Education". Also, many educational organizations offer distance (correspondence) training with a diploma of secondary vocational education. Theoretical knowledge obtained during such training is poorly supported by practical skills. It should also be noted that the specifics of the work of novice teachers is no different from the work of experienced teachers, they bear the same responsibility, have the same job responsibilities, and are responsible for the life and health of their students. Many young specialists are afraid of their own incompetence in interacting with students and their parents [5].


1. A fairly large number of studies on the problem of developing a young specialist and the lack of practical results from these studies in a specific educational organization.

2. Numerous studies are devoted to the problem of the cyprus telemarketing list development of a young specialist in general, but without taking into account the specifics of the organization (preschool educational institution).

3. Requirements for the quality of work of a young specialist and insufficient psychological readiness of the graduate due to his young age. 4. A large amount of theoretical knowledge acquired in the course of receiving distance (correspondence) education, and the inability to apply it in practical activities with children.

In our work, we consider the creation of a model of support for a young specialist, which will ultimately contribute to the professional development of the young specialist. The content of the work depends on the following:

— is there a pedagogical education in the field of “Preschool education” or only a professional retraining program;

— do they have practical experience working with children;

— what results they want to achieve in their professional activities.

Depending on this, the forms and methods of working with young teachers will be selected.

The novelty of our activity involves the use of both common forms of work with young teachers, such as mentoring, consultations, seminars, collective viewings, and new forms of w