COMPENSATION OF UNFORMED GRAPHIC SKILLS AS A PREREQUISITE FOR FUNCTIONAL LITERACY IN ELEMENTARY SCHOOL

The article deals with the problem of prerequisites for functional literacy of children in the transition to school-type education. It is noted that existing diagnostic techniques allow us to record the insufficient readiness of older preschoolers to carry out graphic activities, which in the future will negatively affect their attitude to educational activities. The experience of compensatory learning is presented, in which it is possible to significantly reduce the severity of this problem.