PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF RESEARCH COMPETENCE IN PRESCHOOL AND SCHOOL-AGE CHILDREN IN THE CONTEXT OF CONTINUING EDUCATION

The article examines the continuity of school and preschool education in the field of development of research competence in children. The main pedagogical conditions for the development of this quality in pre- school and school-age children are considered. The development of research competencies in preschool and school-age children is one of the urgent problems of modern education. Research competence, having powerful motivational and regulatory capabilities, contributes to the effective formation of a child as a subject of cognitive activity. The development of children's research competence takes place in the following activities: observation, excursions, problem solving, experimentation, collecting, modeling and designing. The dynamics of the devel- opment of research competence will depend on the quality of the system of work on the development of this phenomenon, on its fullness and innovation. The dynamics of the development of research competence will de- pend on the quality of the system of work on the development of this phenomenon, on its fullness and innova- tion. The process of forming research competencies in an educational institution should be a well-thought-out, purposeful, collective system designed for several years, working in a system of cooperation between school- children and adults, combining various forms of regular and extracurricular activities. To organize such a sys- tem, a special pedagogical project should be drawn up at the school, taking into account all the nuances of the educational institution, the peculiarities of the region and scientific social partnership