Стаття присвячена змістовній сутності реалізації проблеми наступності та взаємодії дошкільного навчального закладу та початкової школи, особливостям організації освітнього процесу з урахуванням основ становлення творчої активності дитини п'яти-семи років.
The article is devoted to the realization of the problem of continuity and interaction of a kindergarten and primary school. It characterises the features of the educational process taking into account the fundamentals of formation of creative activity of the child from five to seven years old. The problems of continuity are focused on the integration of the two parts of education, eliminating disputes between the demands of school and kindergarten programmes, between the need to take into account the specifics of preschool and primary education. Modern scientists have determined the priorities for continuity. The first step is to agree on the goal of preschool and primary school levels. The purpose of preschool education is general development of the child under the age opportunities and specific period of childhood as a self-sufficient period of person’s life. The purpose of education in primary school is to continue the general development of the children taking into account the specific of school life along with the development of the most important academic skills in reading, writing, math, etc. In both preschool educational establishments and in schools the educational process should be aimed at the developing of the child’s personality: the development of competence, creativity, initiative, independence, responsibility, arbitrariness and creativity. The article considers the question of child’s creative development; the basic pedagogical task for adults is to create favorable conditions for the full life of a preschooler, for the realization of his natural potential, for the expressing of his individuality. Considering all the mentioned above, modern vision of solving the problem of continuity is to create conditions for implementation in educational process of a kindergarten and primary school. This is the only dynamic and forward-looking system of personal creative growth of the child. Pedagogical observations give reasons to pay attention to the fact that work with children of preschool and school age should include more ways to stimulate their creative activity. It is necessary to find out new forms of work aimed at the enrichment of quality characteristics of the child and the construction of personal means of self-development. The base of these tools is developed imagination, which is the source of creative activity of a preschooler.
