Reforming the means and approaches to teaching the specialty of preschool education leads to gaps that require prompt resolution. Accordingly, the dilemma remains relevant, which consists in the lagging behind the content of education from the real conditions of kindergarten activities and the distribution of resources, which is reflected in the competence of teachers. The purpose of the work was to study the problems in the implementation of teaching practice in the specialty “Preschool Education” in the context of standardisation and ways to solve these problems. The article used the methods of analysis, comparison, deduction, and generalisation. As part of the competition for the quality development of the “Preschool Education” specialty, the accreditation of the “Preschool Education” specialty was launched based on the concepts of “student-centred”, “outcome-based education” and “continuous quality improvement”. Accreditation standards, along with three program documents, Curriculum Standards and Professional Standards, guide the practice of early childhood education in colleges and universities. In view of the dilemma of insufficient integration of the goals of practical training in preschool education, the content lags behind the real situation in kindergartens, the distribution of resources cannot meet the needs of practical training, and the mechanism of collaborative education is incomplete, it is necessary to take the “Standards” as coordinates, deepen the reform of practical training, and build a scientifically advanced system of practical training, starting with the concepts, goals, content and protection system of practical training, which is the basis of “Standards”. The obtained results should be used during the improvement of the means and principles on the basis of which the practical training of student teachers in preschool education institutions is carried out. © The Author(s) 2024.
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