The professional competence of a teacher is characterized by awareness their role in modern society, a high level of knowledge in the special and related fields, possession of theoretical knowledge and practical pedagogical skills, creative emotional attitude towards the chosen profession. This article is devoted to the structure of preschool English teachers’ professional competence.

The justification for this article is to recognize essential issues in stage students' spatial decisive reasoning in science, considering the headway of elective frameworks through the coordinated effort with various depictions. Seeing depictions as instruments, their productive effect on decisive reasoning is unraveled through the intervened movement speculation. Taking into account scholarly and developmental theories and assessment disclosures, a framework that consolidates fundamental estimations, like depictions' credits and students' age, is proposed. Finally, we consider the possible capacity of geospatial depictions for introducing students in science decisive reasoning and wrap up by examining ideas for research.