The research paper presents the concept of technologization of the pedagogical process as a mechanism for purposeful phased implementation of the elements of an integrated pedagogical process leading to effective learning outcomes for children. Technologization of the pedagogical process involves not only step-by-step following a clear algorithm of pedagogical activities, but also continuous innovation, teachers' professional improvement. The objective of the study is to find out the peculiarities of the implementation of pedagogical technologies based on the professional experience of pre-school teachers of the Republic of Kazakhstan. The method is based on a phenomenological approach: a descriptive analysis of direct experience with minimal interpretations, the use of open questions for the widest coverage of the phenomenon being studied. A written survey (intramural and extramural) of 700 pre-school teachers with work experience 1- 35 years was conducted. The results represent the technologies most frequently used in the preparing of pre-schoolers (the undoubted priority of gaming methods and developmental education), the reasons for their choice are provided. Teachers prefer effective methods that allow free experimentation; they actively use innovations in their work, but don't know that their own professional growth is important. Objective and subjective barriers to the introduction of pedagogical innovations in the pre-school are specified. It has been revealed that the desire for self-improvement as a professionally important trait is not common for young professionals. With increasing seniority for teachers, the internal need for professional and personal growth increases. The desire to modernize the pedagogical process, create own technologies is a marker of satisfaction with the profession of a teacher.