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Abstract: This article describes the methodological support of the process of improving the communicative competence of the teacher of a preschool educational institution. The main goals, as reflected in the regulations (the Law «On Education in the Russian Federation» and «Federal State Preschool Education Standard») determined the need for methodological support for improving the communicative competence of a preschool teacher. The model, which reflects the pedagogical theories on the structure of the process of improving the communicative competence of preschool teachers (regulatory and methodological basis) is built. The sequence of the components in communicative competence improvement is given (technology and software).