Keyword: «continuity»

The article presents the experience of network interaction between kindergartens and schools in the context of the development and implementation of an educational program on the information competence of parents in preparing children for school.

The article reveals the concept of "network interaction", the features of the forms of network interaction of preschool and primary general education in the framework of the implementation of the priority project of the Department of Education of the Perm city administration with the assistance of the company "MEO" "Childhood of equal opportunities" in the context of continuity, analyzes the mechanisms of creating a node of "network interaction "Continuity 5.0" and the experience of its functioning.

In this article, the issue of creating continuity of preschool education and primary school is subject to consideration. The article notes the importance of uniting independent educational organizations of kindergartens and schools for the concentration of resources necessary for the conduct and implementation of resource-intensive activities and processes, as well as for the joint use of technologies, the experience of participants, in order to improve the quality of education.

This article refers to the problem of continuity in the forms of organization of children's activities between preschool educational institutions and primary schools. The article gives the opportunity to study different types of organization of children's activities, that allow a kindergarten graduate to make a "smooth transition" into school life, which are used in the real practice in educational institutions forming the alliance named "Time of the Year – time for communication".

In this article the relevance of continuity between preschool and school is indicated, attention is drawn to one of the possible forms of organizing a "seamless" transition – competitive systems. The features of the educational environment of preschool organizations and schools that contribute to the identification and development of the potential of students inclined to technical creativity are described. The authors of the article present practical experience in organizing educational events on technical design and robotics.