Психолого-педагогічні умови забезпечення наступності здоров’язбережувальної освіти між закладом дошкільної освіти та початковою школою

The purpose of the article is to substantiate the structure of psychological and pedagogical conditions ensuring the continuity of health-preserving education of children in preschool education institutions and general secondary education institutions at the stage of primary school learning. Materials and methods. The achievement of the research purpose was carried out in several stages. Appropriate research methods were applied, including analysis, synthesis, systematization, generalization, theoretical modelling, questionnaire survey, pedagogical experiment, and methods of mathematical statistics. The questionnaire survey was conducted using a specially designed questionnaire aimed at obtaining information on the composition of pedagogical conditions and the structure of continuity in health-preserving education of children. In addition, the characteristics determining these pedagogical conditions were identified. Results. Theoretical analysis revealed an increasing significance of continuous health-preserving education of children. At the empirical level, the study identified the conditions for ensuring continuity in this process, namely: unity of organizational and pedagogical principles and approaches to the development of curricula and teaching methods; teachers’ preparedness to address the issue of continuity; consideration of children’s psychophysiological age-related characteristics; cooperation between preschool and primary education institutions; and the use of innovative educational technologies. It was established that the system of psychological and pedagogical conditions for the continuity of health-preserving education in preschool education institutions and primary school includes motivational, cognitive, and behavioral components. At the same time, psychological conditions function as internal formations of children at the stage of entering school and serve as a basis for determining pedagogical conditions related to appropriate approaches to organizing and implementing the educational process aimed at developing health-preserving knowledge, skills, and abilities. The main pedagogical conditions are motivational, cognitive, and behavioral. Conclusions. Teachers should ensure the gradual development of children’s independence. This is achieved through stimulation and encouragement of children’s initiative in health-preserving behaviour and through the organization of activities in non-standard situations.