The article presents an analysis of the results of an experimental study of the formation of readiness of future teachers of preschool educational organizations for innovative activities. The authors have identified motivational components of readiness for innovation. In accordance with these components, psychodiagnostic techniques were selected and used in the experimental study. The results of the formative experiment showed statistically significant differences between the indicators of the control and experimental groups on the level of readiness for innovative activity in both teachers and students.
A comparative diagram of the results of experimental work and a comparative diagram of indicators before and after the forming experiment of the levels of innovative training of the studied groups is also presented. All this testifies to the validity of the research forecast.