Description: Problem of research Description: All six years old children will visit kindergarten (pre-school) class in Lithuania in 2005. The organizational reform does not guarantee developmental continuity at transitions from day care to school. What developmental effects the new technologies and child-teacher communication will have? These questions were raised in the study of educators' readiness to work in the new system. Teachers of Pre-school education department at VPU conducted the research to the order of Ministry of Education and Science of the Republic of Lithuania which aimed at analysing the educators' competences which enable children to feel good and ensure their preparation to successful education and development at school. Objectives of research 1.To evaluate pre-school group educators' competence to ensure a positive interaction with a child, to establish environment favourable to child's education and development and to apply modern educational technologies. 2. To establish the influence of new technologies on child's good feeling, creativity as well as on development of his/her linguistic and mathematical literacy in pre-school years. Methodology: 1. Criteria-based observation of educational process. 2. Interview with a child. 3. Creative and problem-solving assignments to children. 4. Questionnaires for parents and educators. 5. Inventory of educational conditions (environment characteristics). 6. Study of documents. 7. Statistic methods. Volume of research 2754 children from pre-school groups in the beginning of the year and 971 children in the end of the year. 234 pre-school group educators: 117 from kindergartens, 38 from kindergartens-schools and 79 from schools. Conclusions: Results of research. The research on the level of pre-school educators' competencies (high level - the teachers use new technologies, law level - the teachers use technologies of academically oriented education) children feeling and their preparation for school revealed the following tendencies: * Competence of pre-school groups educators to establish environment favourable to education and development is the highest, their competence to ensure positive interaction with a child is lower and the competence to apply modern technologies the lowest. *High competence of educators to create favourable educational environment influence child's good feeling, creativity and stimulate the development of communication and speaking skills; low competence has an impact on the development of the basics of mathematical literacy and writing. *High competence of educators to establish positive contact with a child allows expression of both positive and negative emotions, stimulates creativity, development of communication and speaking skills; low competence suppresses expression of positive as well as negative emotions. *High competence of educators to apply modern technologies has a big influence on child's feeling, creativity as well as on the expansion of linguistic and mathematical abilities i.e. guarantees a well-rounded preparation of a child for school. Low competence influences mainly academic achievements and their development. During the presentation the tendencies mentioned above will be illustrated by research data tables and correlative analysis results.