Early childhood educators as a learning professional community

Continuing education and improving the quality of professional activities as an individual early childhood educator, and communities of such teachers is an important task, the solution of which is dictated by the state program aimed at providing affordable and high-quality education for children from 2 months to 3 years, as well as the conditions of the often occurring deprofessionalization and staff shortage in this industry. In the process of formal education, it is difficult to foresee the diverse problems that such teachers face in practice, to reveal to the learner all the subtleties of this profession, which stimulates the development of informal learning communities. The article presents the experience of organizing a professional community and informal training for early childhood educators. The author has developed relevant content and training formats that take into account the realities of working with young children. The article presents a scientific systematization of early childhood education communities, highlighting innovative forms of education and a general algorithm for activity. The key professional characteristics of early childhood education teachers as members of the learning community are identified. Specific examples of informal education practices are provided, and the effects and outcomes of teachers' activities are described. The article also presents survey data from teachers, which show a high level of satisfaction with the learning community, indicating that informal education in early childhood education communities is effective.