Abstract:

The article deals with the problem of the integration of educational areas the content of which is defined in the Federal State Educational Standard for Pre-School Education. Such integration contributes to the child's adaptation to the upcoming school education. The authors have developed a model of the adaptation of preschool children to future education. The model is based on the integration of the following educational areas laid down in the Federal State Educational Standard for Pre-School Education: socially communicative development, cognitive, verbal, artistic and aesthetic and physical development. In addition, the model presents the continuity of the goals, objectives and content of education implemented in the framework of educational programs of pre-school and primary general education.

The integration foundations which provide the general readiness of preschoolers to master the programs of the next level of education are highlighted, namely: the development of curiosity in a preschooler as the basis for the future student's cognitive activity to provide interest in learning; the development of the child’s abilities as a method of self-solving (mental, artistic, and other) tasks; the formation of creative imagination as a line of the intellectual and personal development of the child; the development of communication, that is the ability to communicate with adults and peers, as one of the necessary conditions for the success of educational activities. The basic principles of the organization of continuity are: the informal nature of communication of all subjects of education, the principle of gaming cooperation, the integration of the content of preschool and primary school level education. The purpose of the article is the theoretical and methodological justification of the educational areas integration in the process of a child's adaptation to schooling.

For empirical research, a set of complementary methods is used to study the successive links between the first levels of general education. Projective interviews, participant observation method followed by a conversation, analysis of the children's activities products and the system of expert assessments are among the research methods of the application of educational areas integration.
Results of the research: a structural-functional model of preschool-age children’s adaptation to school based on the integration of educational areas has been developed. The model consists of targeted, meaningful, technological, resultative and reflexive blocks. The foundations of integration which ensure the general readiness of preschoolers to master the programs of the next level of education - the primary general stage - are highlighted.

The successful adaptation of children to school is provided by the educational areas integration in the process of implementation of the structural-functional model developed by the authors.

Keywords:

Adaptation, preschool education, levels of education, integration, educational areas.