In the article the continuity as the main idea of the preschool and primary school age children’s life competencies’ formation in the conditions of the continuing education is considered. It is suggested that the continuity in the psychological and educational research-works is presented as a regularity of the educational process, where the connection of the following with the previous is the reflection of the most lasting, significant, common, necessary, recurrent, objective contacts and relationships that arise and appear themselves during this process. The continuity between the preschool and the primary school stages of the education has been studied actively in latterdays in foreign and domestic pedagogy. The world practice focuses on the coordination of pedagogical activities’ programs in the preschool and the primary school, on the providingofconnectionsofpreparingchildren for life in the society, on the development of their competencies. The critical analysis of the development’s trends of the preschool education in Europe showed that the integration process is widening range of the purposes of the preschool and the primary school stages of the education. In this context, the formation of the child’s life competences occurs in the course of the personal potential’s cognition and the development of the positive image of the personal "I", as well as the providing of the conditions which promote an active cognition of the environmental world, the participation in learning and teaching. Our analysis of the scientific publications and research results led to the conclusion that the continuity acts as a legitimacy of the educational process.