The main priority of modern pre-school education is to ensure the self-identification of individual, the spiritual formation of children, the interaction between family and social institutions. Continuity of education is recognized as its guiding principle, which is ensured through continuity of the contents and coordination of educational activities at different levels of education. “Continuity” as a pedagogical category is the interconnection of various stages of development, the essence of which is to restore and preserve at the new stage the elements and characteristics of the previous ones. The pedagogical condition for the implementation of the principle of continuity of pre-school and primary stages of education is the technology of partner cooperation between the educators of pre-school educational institutions and primary school teachers. Pedagogical partnership is a process of joint activity of a teacher-educator, pupils, parents, and teachers of primary school aimed at prevision of the result of educational and cognitive activity; it serves the interests of all parties and contributes to the needs of senior pre-school children; planning, control, correction and coordination of activities of educators and administration of a pre-school educational institution; primary school teachers and administration of secondary schools; the emergence of interpersonal relationships for the purpose of lytic transition and preparation of children of senior pre-school age for schooling. Due to the effective implementation of the principle of continuity of pre-school and primary education by means of pedagogical partnership, the processes of individual development of personality of a senior pre-school child, as well as gradual inclusion of a child in the system of personal and public relations, individual socialization, and the formation of life competence of preschoolers take place [1]-[3]. The purpose of the research is to substantiate the technology of pedagogical partnership between pre-school and primary stages of education in order to ensure the principle of continuity and also ensure the transition of senior pre-school children to the first-year educational process. To achieve the purpose of the research, the following tasks were set: 1. To reveal the essence and structure of the concept of “pedagogical partnership between pre-school and primary stages of education”; to clarify the concept of “interaction”, “pedagogical interaction” in the context of the initiated research. 2. To investigate the experimental methodology of the technology of pedagogical partnership of pre-school and primary stages of education. A set of research methods was used in order to solve the set tasks, including: theoretical methods: the definition of the conceptual and categorical apparatus of the research; empirical methods: diagnostic methods (questionnaire, polling, testing), pedagogical experiment (ascertaining, formation and control stages); determination of the levels of pedagogical partnership; observational methods (supervision, method of self-evaluation).
THE PEDAGOGICAL TOOLS FOR THE DEVELOPMENT OF COMPASSION OF THE PRIMARY SCHOOL CHILDREN WITH REGARD TO THEIR PSYCHOLOGICAL TYPES
