THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF CONTINUITY IN THE EDUCATIONAL PROCESS OF PRESCHOOL AND PRIMARY EDUCATION

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dc.contributor.authorSvetlana Yakymenko
dc.contributor.authorZenona Nowak
dc.contributor.authorNatalіia Mykhalchenko
dc.contributor.authorAlla Tymchenko
dc.contributor.authorTetiana Biliavska
dc.contributor.authorTetiana Filimonova
dc.contributor.authorHanna Breslavska
dc.contributor.authorKateryna Shapochka
dc.contributor.authorPolina Yakimenko
dc.contributor.authorOlena Shepitko
dc.date.accessioned2026-01-03T17:50:40Z
dc.date.issued2026-01-07
dc.descriptionThe 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
dc.description.abstractThe 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.
dc.identifier.isbn978-83-66567-60-3
dc.identifier.urihttps://repozytorium.wszia.opole.pl/handle/123456789/19
dc.language.isoen
dc.publisherAcademy of Applied Sciences Academy of Management and Administration in Opole
dc.titleTHEORETICAL AND METHODOLOGICAL FOUNDATIONS OF CONTINUITY IN THE EDUCATIONAL PROCESS OF PRESCHOOL AND PRIMARY EDUCATION
dc.typeBook

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