Informal education as a resource for developing the professionalism of early childhood teachers

Introduction. The unique characteristics of the professionalism of early childhood teachers remain largely unexplored. Scientifically grounded systemic solutions are required to elevate the professional activity of such teachers to a new qualitative level, thereby overcoming the professional difficulties outlined in the article. This study addresses the relevant problem of developing the professionalism of teachers working with young children (from 2 months to 3 years), with key aspects being the identification and compensation of professional deficits among these specialists. The relevance is determined by the introduction of new state regulations for the profession, the virtual absence of systematic personnel training for this age group both in Russia and abroad, and the underdevelopment of content and methods in non-formal education that adequately meet the specific needs of these educators.
Materials and methods. The research employed a complex of methods at the theoretical level (analysis and synthesis of scientific literature and regulatory documents, classification, ranking, modeling) and the empirical level (questionnaires and focused group interviews followed by selfassessment and expert evaluation), along with participant observation. Methods of mathematical and statistical data analysis included calculation of mean values, ranking, and the Mann-Whitney Utest for assessing differences between two independent samples in cases of non-normal distribution.
Results. The article substantiates the feasibility of non-formal education for early childhood teachers in current areas related to the specifics of their professional activity. Professional deficits of early childhood teachers were empirically identified and ranked by degree of severity, and the unique characteristics of their professionalism were specified. The author outlines a general concept for developing the professionalism of early childhood teachers within non-formal education, constructs and implements in practice an organizational-activity model for integrating informal learning communities of early childhood teachers into the regional educational socium, and analyzes its potential and the risks that reduce its effectiveness. Innovative content and forms of non-formal education for early childhood teachers were developed, accompanied by their scientific systematization. Based on the obtained results, a non-formal education program titled "Territory of early childhood – a 'soft' space for child self-realization" was designed and implemented, aimed at compensating for the identified difficulties. The effects of such non-formal education for these teachers are described.
Discussion and conclusions. The effectiveness of non-formal education practices has been demonstrated, evidenced by the growth of the professional community, the expansion of its structure, and the emergence of new learning forms that compensate for professional deficits and stimulate the development of special professionally important qualities ("pedagogical sensitivity," "pedagogical tactility," "pedagogical gentleness"). Theoretical propositions regarding the professionalism of the early childhood teacher, its distinctive features, and development have been formulated, complementing the theory of continuous pedagogical education. Research prospects are seen in the development of variable regional models and types of learning communities for early childhood teachers, which will contribute to minimizing professional deficits and fostering a socially significant type of professionalism.

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