THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF CONTINUITY IN THE EDUCATIONAL PROCESS OF PRESCHOOL AND PRIMARY EDUCATION
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Academy of Applied Sciences Academy of Management and Administration in Opole
Abstract
The most salient feature of the ongoing transformations in the Ukrainian
education system, which call for appropriate managerial, scientific-methodological,
and organizational decisions, is its reform based on the principle of continuity. Experts
identify three key determinants of this process: its implementation within the context
of a learner-centered educational paradigm, its focus on meeting state educational
standards, and the provision of continuity and progression across successive stages of
education.
The issue of modernization, continuity, and progression between preschool
and primary education – as well as the intermediate link between them, the pre
primary (preparatory) stage – has a complex and interdisciplinary character. It lies at
the intersection of several fields, including pedagogy, psychology, philosophy,
sociology, and physiology. Therefore, the current state of preschool and primary
education is marked by a multifaceted approach to numerous issues and by divergent
interpretations of these issues.
Description
The monograph presents a scholarly examination of the dynamics of reflection
development in preschool and primary school children. It reveals the theoretical and
methodological foundations of primary education in the pedagogical heritage of O. Ya.
Savchenko and examines the principles that ensure continuity between preschool and
primary education in the context of developing pedagogical creativity among future
primary school teachers. The monograph also presents research findings on
continuity as a condition for forming a child’s linguistic identity within preschool and
primary education; continuity in the development of English-language competence in
preschoolers and younger schoolchildren in inclusive educational settings; and the
theoretical and methodological foundations of continuity in forming natural science
competence in pre-primary children and first-grade students. In addition, it addresses
continuity in developing computer literacy in preschool and primary school children,
in shaping the national worldview of children aged 5–10, and in fostering national and
patriotic education among senior preschoolers and younger schoolchildren