The aim of the article is to define orientations for the pre-school teacher's professional competence development. The aim was achieved by using the theoretical methods such as literature, laws and regulations analysis, empirical methods such as questionnaires, observation of teaching, pedagogical documents analysis, interviews and discussions, and the statistical methods such as statistical data analysis, qualitative and quantitative content analysis, open and axial coding. Teacher’s professional competence determination problem associated with its certain structur’s component subjectivity aspect and impossibility to measure it. Teacher’s of their professional competences development highlights the following directions – learning and teaching process planning skills development, including task differentiation skills, knowledge about children's development characteristic, main methods improvement in courses and workshops, although the survey results indicate that teachers also need to raise skills to analyze, reflect, and self-estimate. Teachers need to encourage self-experience learning, which focuses on teacher actions introspection, mistakes or good practice analysis and evaluation, reflection. Teachers professional competence development has the natural barriers (such as insufficient material basis for handouts, a large number of children in the group, insufficient teacher assistant support) and artificial barriers (teachers' perceptions, barriers, that are behavioral, habits and stereotypes created). The teacher’s diary as teaching process planning document could facilitate professional competence development, but its form should provide that activities tasks, education content planning and pedagogical observations records are meaningful.