The thesis devoted to the ideas of continuity in labor education preschool and primary school age children in the national educational thought of the late XIX - 30th years of the twentieth century. As a result of the study of historiography, scientific papers, materials from the archives highlighted the essence of the ideas of continuity in labor education preschool and primary school age children. Dependence of these ideas on social and economic needs of society is discovered. The description of the mentioned ideas according to the chronological boundaries of the study (late XIX - 30 years of the ХХ century) is done. The description of the conceptual apparatus of research, namely "idea", "continuity", "labor education", "pedagogical thought" is posted. The meaning of "continuity of labor education preschool and primary school age children", "the ideas of continuity of labor education preschool and primary school age children in the national pedagogical thought" are clarified. Exploring ideas of continuity of labor education preschool and primary school age children in the national educational thought made according to developed periodization. The criteria for determining the indicated periods in chronological limits are: socio-economic conditions of education development and pedagogical aim of children's labor education. The first period (1889-1917) defined as the period of updating ideas of continuity in labor education of preschool and primary school age children. In this period singled out two stages: establishing of preparing the child to school and future employment (1889-1912); development of the idea of labor as a form of experience and primary knowledge of preschool and primary school age children (1912-1917). The second period (1917-1921) - the formation and development of ideas of continuity in purpose and content of labor education preschool and primary school age children on national basis during the UPDR is divided into two stages: search for ideas implementation continuity labor education of preschool and primary school age children under conditions of establishment common educational space (1917-1918); development of ideas of continuity labor education of preschool and primary school age children on national basis (1918-1921). The third period (1919-1934) defined as a period of transformation ideas of continuity of labor education of preschool and primary school age children in the Soviet education system. This period consists of three phases: adaptation ideas of prior periods regarding the continuity of labor education preschool and primary school age children in conditions of the development unified labor school in Ukraine (1919-1921); development of ideas of continuity in the principles, aims, contents and methods of labor education of children on the basis of pedology in conditions of social education in the USSR (1921-1928); regulatory and methodological regulation of ideas of continuity labor education of preschool and primary school age children in conditions of Soviet education system (1928-1934). The contribution Ukrainian pedagogical thought in advance of ideas of continuity of labor education of preschool and primary school age children is investigated. The contribute of the pedagogical personnel to the development of the appointed phenomenon, namely A. Verzhbitsky A. Hendryhivska, A. Doroshenko, N. Lubenets, T. Lubenets, S. Lozinski, A. Muzichenko, V. Pomahayba, S. Rusova, S. Siropolko, I. Sokolyansky, V. Farmakovskyy, J. Chepiga, E. Yanovska is highlighted. Practices of realization the ideas of continuity of labor education of children (late XIX - 30 years of XX century) are characterized. Found out the socio-economic and political-ideological conditionality goals, objectives, content and methods of labor education preschool and primary school age children in the Soviet period.
