Keyword: «preschool education»

In this article, the network interaction of the two levels of education - preschool and primary - is considered. Describe the tasks that are solved in the context of network interaction for the development of continuity. Comparative analysis of GEF DO and DOE is given. The author singles out the main idea of interaction between the pre-school educational institution and the school. And also, an example of the sequence and forms of the development of continuity in the conditions of network interaction "DOW-School" is given.

This article examines the reasons for the delay in the mental development of children, their manifestations in preschool and school education. The urgency of the problem is substantiated. A significant place among children with mental and physical development disorders is occupied by children with DZD, and the tendency of their number growth is observed year by year. Characteristics of children with ZPR are given. Correction and educational work of teachers and parents in institutions of preschool and primary education is analyzed.

The article examines the problems and directions of work to ensure continuity between preschool and primary levels of education: the state of the problem of continuity in the modern educational process, the theoretical foundations of the principle of the continuity of education, the technology of implementing the principle of continuity.

The article presents an analysis of the developmental peculiarities of preschool and primary school age children, the orientation to which, when building an educational process, is the most important condition for the continuity of preschool and primary education. Knowledge of these features is necessary for educators of the associated educational levels to ensure the continuity of preschool, pre-school and primary education.

The system of education by now has great potential for the realization of the cognitive needs of the individual due to the fact that educational programs are widely represented in it. But the same feature of the modern education system has the other side: it makes it difficult to design and implement the individual educational route of a person when changing educational programs, when moving from one level of education to another. At the present stage of development, attention has been focused on the problems of education and the understanding that the renewal of the educational process must begin from earlier stages of upbringing and then, preserving the principle of continuity, spread to all subsequent periods.