PEDAGOGICAL CONDITIONS FOR THE EFFECTIVE IMPLEMENTATION OF THE CONTINUITY BETWEEN ZDO AND NUSH DURING THE STUDY OF MATHEMATICS

Abstract

The article analyzes the problem of the continuity of preschool and primary education in the context of logical and mathematical development of children. The views of researchers on this multifaceted phenomenon are highlighted. The essence of the definition of "succession", which is one of the most important psychological and didactic concepts of the chosen issue and is interpreted as an internal connection between separate parts of a single course of mathematics, as the use of knowledge and skills acquired in the ZDO (formation of logical-mathematical competence of a preschooler) is clarified. in the further study of the subject "Mathematics" in the initial stage of general secondary education, as well as the stability and unity of the requirements placed on students. The main documents that determine the content of preschool and primary education are analyzed – the Basic Component of Preschool Education and the State Standard of Primary General Education, which emphasize the priority of the competence approach to solving the main tasks of children's logical and mathematical development, taking into account the continuity between the links of education. Pedagogical conditions for the effective implementation of continuity between preschool and school in the study of mathematics are summarized, which provide for the consideration of general didactic aspects in pedagogical practice (pedagogical support of participants in the educational process, priority position of the child in the educational process, establishment of perspectives in the content of education, reliance on the leading type of activity, etc.), as well as issues related to the implementation of the tasks of mathematics education in ZDO and ZZSO (preserving the main types of activities of preschool children in elementary school in mathematics lessons, consistency of all components of the methodical system of teaching elementary mathematics based on an activity approach and an emphasis on game activities as a leader in preschool age, continuity in the content of children's mathematical training and in the forms and methods of work of teachers of primary and secondary schools, etc.).