Introduction. Methodists of preschool educational organizations play a key role in the professional development of teachers, which requires them to possess certain competencies, including the ability to adapt to constantly changing requirements. In the process of teaching students in pedagogical universities, it is important to take into account the need for future specialists of the relevant groups of competencies. Theoretical analysis. A comparative analysis of scientific sources (I. V. Nikishin, K. Yu. Belaya, P. N. Losev, L. V. Voronin, L. V. Moiseev, E. I. Kazakova, etc.) allows us to conclude that methodological work at the present stage is focused on achieving general educational results by a preschool institution, and only partially, on organizing support for the professional development of each teacher. Empirical analysis. It has been revealed that the traditional methodological support for preschool teachers is not effective at the current stage and needs to be transformed. Conclusion. Personified methodological support is considered as one of the tools of increasing professional development motivation of preschool teachers. Groups of competencies of senior educators/methodologists in the field of personified methodological support, as well as the features of their formation among future teachers of preschool education, have been identified.