Introduction. The article discusses the features of professional training of students for the cognitive development of children of early age. The personal-activity approach is defined as the main approach. Cognitive development is based on the child's need for cognitive activity. The main aspect of professional training of students for the implementation of cognitive development of young children is the content, methods and techniques, and forms of organization of training. Particular attention in the professional training of students is paid to problem-based teaching technology, which ensures the effectiveness of the cognitive development of children in early childhood.

Materials and Methods. Theoretical analysis of psychological and pedagogical literature on preparing students for the implementation of cognitive development of сhildren of the Early age , as well as diagnostic methods, including observation, description, conversation, methods of statistical data processing. Groups of methods: empirical (questionnaires, testing), interpretive (quantitative and qualitative analysis, methods of mathematical processing of results).

Results. The main stages are identified as the basis for the professional preparation of students for the cognitive development of children of the Early age: problem-motivational, content-activity and reflective; a module containing lectures and practical classes on the cognitive development of children of the early age was introduced and implemented.

Discussion. It is argued that the professional preparation of students for pedagogical support of the cognitive development of children of the early age involves a continuous set of methodological support based on knowledge of psychological, pedagogical, age-related characteristics, taking into account the problem-motivational, content-activity, and reflective stages of student learning.

Conclusion. Preparing students for the cognitive development of children of the early age  is an integral part of professional readiness for teaching activities in preschool educational organizations; provides the opportunity to work with children, taking into account theoretical and practical training, as well as methodological support.

The features of professional training of students for pedagogical support of cognitive development of young children are revealed;

The process of professional training of students for pedagogical support of cognitive development of young children is revealed;

It is established that the professional training of students for the cognitive development of young children is carried out taking into account the main stages (problem-motivational, content-activity, reflexive).

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