THE PROBLEM OF SEQUENCE IN THE CONTENT OF TEACHING MATHEMATICS BETWEEN PRESCHOOL EDUCATION INSTITUTIONS AND PRIMARY SCHOOL

Abstract

The article analyzes the problem of continuity of preschool and elementary education in the system of continuous mathematical development. It was found that the indicator of the effectiveness of the implementation of the tasks of the Basic component of preschool education is its continuity with the standards of the primary school. Three groups of issues have been identified that allow effective and step-by-step implementation of current programs of development, education and upbringing of preschool children and educational programs for the 1st grade of primary school. One of the key positions in ensuring continuity in the educational process is singled out – the connection of the content of preschool and primary education, which is ensured by building the Basic component of preschool education and the Concept of a new Ukrainian school on a competency basis. Accordingly, the continuity and prospects of a child’s mathematical development in preschool and elementary education institutions is ensured thanks to: continuity in the content of education and upbringing; continuity in the forms and methods of educational activity; continuity of pedagogical requirements and conditions of education and upbringing of children. At the stage of the transition of children from preschool to elementary school, a range of problems related to the specifics of the subject content of preschoolers’ mathematical training, as well as organizational issues of their activities, which will be consonant with the pedagogical tools of the elementary school teacher, are outlined. Pedagogical conditions for the effective implementation of continuity in the study of mathematics by children at the stage of transition from preschool to school are highlighted: continuity in the construction of the content of educational tasks; consistency of all components of the methodical system based on the activity approach; pedagogical support of participants in the educational process, which will ensure flexible adaptation of a preschool child to primary school education. Therefore, the peculiarities of successful achievement of continuity of education, qualitative mathematical development of older preschool children and their readiness to study mathematics in the New Ukrainian School have been clarified. The authors call one of the defining results of the effective provision of continuity between the preschool and the school in the study of mathematics – the readiness to continue the formation of mathematical competence in the preschool.