From the author: a collection of articles from city pedagogical readings "Organization of continuity at all levels of preschool and primary general education" 2009 Koryazhma. In the last decade In the Russian education system, through the efforts of scientists and practitioners, a special culture of support and assistance to the child in the educational process is being developed - psychological and pedagogical support. Accompanying each child is an ideal model for any psychological service. We walk alongside the child, accompanying him on the path of growth, development, personality formation, and education. We see possible problems, and we prevent difficulties in advance. The problem of adaptation is one of the most important interdisciplinary problems, which is currently being studied quite widely and intensively at the medical-biological, socio-economic and socio-psychological level. In the course of providing psychological support to participants in the educational process within the framework of ensuring the continuity of preschool and primary general education, the teacher-psychologist carries out the following areas of work: organizational - coordination, preventive, diagnostic - analytical, methodological, information - educational, advisory. In order for adaptation to schooling to be less painful, in the end During the academic year, a diagnosis of graduates of a preschool educational institution is carried out in order to identify the level of readiness for studying at school. This makes it possible to get to know the child, predict his behavior and possible difficulties when entering primary school. This complex includes diagnostics to determine the leading motivation, emotional attitude towards school, and the formation of the student’s internal position. As well as tests that allow us to determine the level of development of verbal-logical thinking, perception, learning ability, the development of fine motor skills of the hand and awareness of the child. In the first days of school, there is close cooperation with the class teacher and parents, observing children during breaks. At the end of September, lessons with a psychologist begin. The purpose of the visits is to observe and develop children’s trust in the psychologist. At the beginning of the school year, the teacher receives the author's typology of students and, observing the children, distributes them into groups according to types. A psychologist does the same work. To form an objective assessment, a comparative analysis of the results obtained is carried out. The distribution by type is being adjusted. In October, a primary diagnosis is carried out to identify factors of possible socio-psychological adaptation (anxiety, motivation, attitude towards school, subjective assessment of the child’s interpersonal relationships, questioning of the class teacher, parents). In this case, diagnostics are necessary to confirm the predicted level of adaptation. Working with typology greatly facilitates the work of the psychologist and the class teacher. The advantage of this typology is that it can be used already in the preparatory group of a preschool institution. This typology is presented on the Internet (http: festival.1september.ru/ Naginailo A.V.). Correction and development groups are formed taking into account all factors. The number of groups depends on the identified factors. The program of correctional and developmental classes is compiled for a specific group, classes are held once a week. The number of classes is 8-12, depending on the dynamics of the group. Particular attention is paid to the emotional sphere of children. This area should not be left without attention, both from parents and teachers. How the child goes through the period of adaptation to school determines his further education and his status in the class. Of the variety of factors that complicate the process of socio-psychological adaptation, most are the features of emotional.