The article deals with the development peculiarities of the subject artistic competence of future preschool teachers in the field of artistic and aesthetic education of children by means of contextual educational technologies. The students in question were being observed during the classes of Fundamentals of the Fine Arts with Methodology, the lessons of Decorative Arts with Methodology, as well as the Artistic Production and Design Fundamentals sessions. The purpose of the article is to reveal the methodology of contextual learning technologies’ implementation into the process of future preschool educators training and check their effectiveness in the realm of children’s artistic and aesthetic education experimentally. In the course of the research, we used such methods as analysis and synthesis of psychological, pedagogical, and art sources, as well as studying and generalization of the current state of future preschool teachers professional training in the field of artistic and aesthetic education. We also employed analysis, comparison, and classification with the aim of determining the essential characteristics, criteria, and levels of future preschool teachers’ subject competence in artistic and aesthetic education. Another approach that we turned to was that of pedagogical experiment with the further qualitative and quantitative analysis of its results using the Kolmogorov–Smirnov statistical criterion. The outcomes of the experiment brought about a need for the implementation of contextual learning technologies into the development of future preschool educators’ subject competence.
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