The graduates of teacher training educational institutions in professional activities have to combine integrated teacher quality who transmits knowledge to the pupils, creates human qualities, develop special skills, the need for project activities. The solution of the problem of readiness of future teachers of pre-school educational institutions for professional work depends largely on the formation of their skills to design various forms, methods and techniques of educational work that ensures the ability to carry out the professional and pedagogical tasks successfully, to implement project activities. The aim of this article is to conduct an analysis of essence, structure and functions of the concept of "design of the educational activities of pre-school establishments", the definition of criteria of readiness of future specialists of preschool education to the implementation of project activities in the educational process of pre-school educational establishment. Today, the project activities for educator of preschool children, as a major component of its professional activity, characterized by a high level of creativity, which is manifested in the peculiarities of modelling solutions to a variety of pedagogical tasks. The analysis of psychological and pedagogical sources, allowed to reveal the essence, structure and functions of the design of educational activities in pre-school institutions. Thus, in terms of content, the design of educational activities – an educator activity, aimed at solving problem tasks of a professional nature, is to create innovative models of pedagogical activity, oriented to mass use. The design of educational activities in structural-functional terms is the unity of structural components. The design of educational activities in structural and functional terms represents the unity of structural components (diagnosis, goal-setting, forecasting, modeling, planning, design, implementation of project activities, correction, evaluation, examination, reflection, testing and dissemination of results) and corresponding features (determination of the level of actual development of the pupil and the establishment of a zone of proximal development, the formulation of strategic, tactical and operational educational problems, the prediction of outcomes of educational teacher efforts and playback kinds of educational activities, theoretical foundation of future educational activities, a precise calculation of space and time, operational instrumental development of educational affairs and system of assessment and analysis process and results, implementation of content design in the educational process of pre-school institution; assessment of the results of the design plan and assessment of quality of the product; the invention of a new project plan that relied least on past) that consistently changing each other. The design of educational activities based on the following principles: the principle of personal priorities of pupils; the principle of educational cooperation; the principle of flexibility; correspondence principle.
Keywords: instructional design, commitment to design, readiness criteria