Keyword: «universal educational activities»

The main problems of continuity of two levels of education - preschool education and primary general education - are considered in the article. The directions of work on solving the problems of continuity of preschool and primary school education are determined, the tasks of the work are revealed, the forms of continuity are determined, the comparison of the GEF preschool targets and the requirements of the GEF of primary general education to the results of education are carried out.

the article deals with the personal universal educational actions of younger students and their formation in extracurricular activities. Universal educational activities of younger students are formed during the conversation about the art and beauty of the world, an example of a specially designed conversation for working with younger students in extracurricular activities.

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.

The article discusses the problems of practical implementation of the results of project activities of schoolchildren in the process of studying individual disciplines at school. Options for organizing this project activity, as well as using its results in the educational process of a comprehensive school, are proposed.

The article examines the main problems associated with the development of universal educational activities in children with mental retardation in physics lessons. Particular attention is paid to the difficulties of schoolchildren in this category (it is difficult to argue their opinion, work in a group, insufficient self-organization, difficulties in using general techniques for solving educational problems). Physics is a system-forming subject, therefore the subject is maximally aimed at forming an interest in the natural and social world, improving the cognitive activity of schoolchildren with mental retardation. The presented methods of work and the practical focus of training will allow successfully forming universal educational activities in physics lessons, taking into account the specifics of the development of schoolchildren.