Keyword: «continuity»

The purpose of the study is to reveal the features of creating conditions for ensuring a seamless transition from preschool to primary general education, using the example of inter-network interaction within the educational condominium (SOC) "School and kindergarten: the trajectory of interaction" in Perm. The novelty lies in the presentation of the organizational and methodological system, the identification of pedagogical, technical and other conditions.

In order to implement a comprehensive approach to the correction of speech disorders in children, effective continuity in the work of two very important links – preschool and school speech therapy services is necessary. Their close interaction helps speech therapists of preschool educational organizations to more clearly imagine the difficulties that arise in children with speech disorders in the process of learning at school.

Continuity in the education system is the establishment of a relationship between its adjacent links (participants in the educational process), ensuring continuity of goals, objectives, content of educational activities within the framework of the implementation of educational programs of preschool and primary general education.

This publication offers possible options for organizing methodological support for teachers in the interaction of preschool and primary school education. The material focuses on the competence of teachers, their development and improvement. Attention is focused on effective forms of methodological support.

In this article, the issue of continuity of the preschool education system and the initial stage of general education through gaming technologies is subject to consideration. The article highlights the importance of the use of information and communication technologies.