Abstract
The article, based on the practical experience of a primary school teacher, examines the difficulties of transition from preschool to school education, discusses the problem of forming the prerequisites for functional literacy in senior preschool age as a prevention of the difficulties experienced by first graders. The concept of functional literacy and its components are analyzed. The necessity of starting work on the development of functional literacy in the preschool period is proved, and ways are proposed to prevent difficulties for future first graders in mastering functional literacy
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