The topicality of the research has been proved in the article. The brief analysis of recent research on the topic has been suggested in the article. The reflection of the teacher as a part of their professional activities has been considered in the article. A concept "reflection" has been exposed. The purpose of the study is to examine the specific formation of reflective processes in professional development of specialist of pre-school education. The cognitive components of professional reflection of teacher-educator have been analyzed. Different techniques to study the psychological characteristics of the formation of reflection have been suggested, such as methodology of A.Karpova "Diagnosis reflection"; test questionnaire "oneself" by V. Stolin and S.Pantelyeyeva. The sample is comprised by 112 patients (84 students of the 1st, 3rd, 5th year students of the Faculty of Humanities in "Preschool Education" and experienced workers. The results of empirical research have been exposed. Peculiarities of transformation reflection of future teachers during professional training have been analyzed. Based on the study it has been concluded that cognitive component formed at a low level. This is reflected in the following: the students have a low level of reflective activity. It is noted, that for graduates who are close to the professional activities the results are unsatisfactory and do not indicate the formation of reflective processes. Thus a reflection is one of important factors of self-identity of personality in general and professional development in particular. The results of empirical studies have been provided an opportunity to take them into account in the preparation of future educators. Consider it appropriate while studying at the HEE to implement mini-lectures on a theme "The Formation of professional self-concept" as well as training sessions on the development of professional reflection, professional communication, and so on. The scientific novelty of the research is the fact that a reflection first has been examined as a specific characteristic of consciousness that affects on the formation of an adequate "self-concept" of teacher. Exactly, as an area of self-knowledge a reflection occurs at thefirst stages of the professional becoming in the process of professional studies. The results of the study can be used by psychologists of higher educational establishments with the aim to create a professional reflection of future teachers.