Prerequisites for the formation of a professionally mobile teacher in modern preschool education

The article describes the prerequisites for the formation of a professionally mobile educator, taking into account the historical and theoretical analysis of the formation of preschool education. Different approaches are considered in determining the periods of formation of preschool education: some researchers directly correlate certain periods of development of preschool pedagogy with the stages of development of Russian history, others describe the meaningful content of the selected periods. The article examines the periods of formation of preschool education in accordance with the stages of development of Russian history. In all these periods of the development of preschool education, fundamental changes took place in the forms and methods of teaching and upbringing children, which influenced the change in the functional responsibilities of the educator. Despite the change in a number of requirements, the preschool education system is based on the best traditions and experience, which does not contradict the historically established system. The functional responsibilities of the educator are analyzed, which allow us to identify personal qualities that are the main component of the concept of «professional mobility». The functions of a teacher are understood as a set of professional duties, the fulfillment of which ensures the achievement of the goals and objectives of teaching, upbringing and development of children. Along with unchanging qualities (love for a child, responsibility, empathy, erudition), flexibility, activity, creativity, adaptability are highlighted as significant personality qualities. These qualities were present in studies of different periods of preschool education development, but had a different meaningful meaning and were often defined in other terms (energy, dynamism, emotional stability, etc.). The presented material reveals one of the possible directions in the given.