The rapid transformation of early childhood education places new demands on the professional formation of future preschool educators. Beyond mastering methods of teaching and caregiving, pre-service educators are expected to design developmentally appropriate learning environments, build ethical and emotionally secure interactions, collaborate with families, and continuously improve their practice. In this context, the acmeological approach offers a productive methodological lens because it focuses on the закономерности (regularities), conditions, and technologies of reaching professional maturity, personal excellence, and sustainable growth toward “acme,” understood as a peak level of professional and personal development that opens further horizons rather than ending development. The purpose of this article is to analyze the role and potential of the acmeological approach in the professional development of future preschool educators and to present an integrative conceptual model that connects acmeological ideas with contemporary teacher education. The study is based on an integrative review of psychological, pedagogical, and acmeological literature and a conceptual synthesis that translates core acmeological constructs—subjectivity, self-development, reflexive regulation, value-meaning orientation, and professional mastery—into the realities of preschool pedagogy. The results show that the acmeological approach strengthens teacher education in three interconnected ways: it clarifies the developmental logic of professional growth, expands the focus from competence acquisition to self-transformative professionalization, and provides a basis for building supportive yet demanding educational environments in which reflective practice, mentorship, and evidence-informed design become routine. The article discusses implementation opportunities, potential risks of “perfectionism pressure,” and directions for further research on acmeological diagnostics and program design in early childhood teacher education.

Acmeology, professional development, future preschool educators

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