Keyword: «kindergarten»

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.

This article presents the experience of the organization of continuity in the framework of patriotic education from the preparatory group of kindergarten to the first grade of school.

Kindergarten and school are two adjacent stages in the education system. On the one hand, the preschool stage, which preserves the self–worth of preschool childhood, forms the personal qualities of the child, and most importantly, as N.N. Poddyakov wrote, preserves the "joy of childhood". On the other hand, continuity from the position of the school is based on the knowledge, skills and abilities that the child has at the time of the beginning of training; this implies the organization of work taking into account the preschool conceptual and operational level of the child's development, the school as a successor picks up the achievements of the preschool child and develops the accumulated potential. That is, success in school education largely depends on the quality of the base that was laid in preschool childhood. Therefore, one of the most important tasks requiring a comprehensive solution is the creation of a unified system of educational space linking preschool and school years. Such integration allows rational use of both kindergarten and school resources. A situation is being created that enhances the educational opportunities of the kindergarten, its educational and developing potential. In turn, the school creates optimal conditions for the harmonious development of the personality of our students. The organization of the system of interaction between kindergarten and school allows you to use maximum opportunities for the development of children's interests, solve many educational, educational and developmental tasks, thereby improving the quality of educational services and the level of implementation of standards of both preschool and school education.

The article presents the experience of interaction between municipal preschool educational organizations and general education school in the implementation of the succession of preschool and primary general education, also describes the forms of organizing children's activities in this direction of work.