Directions of the principle of continuity implementation in the context of the Ukrainian school modernization: vector of preschool education

Abstract

Social orders for educational services of modern preschool educational institutions can be directed into two vectors: the subjective – the demands of each child’s family, which are determined spontaneously (occasionally on the basis of diagnostic procedures) and objective – the social order of the elementary school, which expects the most successful students.
The variability of the content of preschool education should be considered in relation to the specific amount of information that children learn theoretically and practically in accordance with the methods relevant to the didactics of preschool education.
Its priorities converge on the development of a harmonious humane and socially conscious personality. The analysis of the quality of educational achievements and the level of formation of personality traits of children testifies about the real possibilities for overcoming the signs of formal education of preschoolers, strengthening of humanization and differentiation of its content, and improving the mechanisms of management of the pedagogical process by involving the parents’ collective in solving its various theoretical and practical aspects. Thus, a new form of acquiring preschool education on a competitive basis is established.
The new Ukrainian school provides for the implementation of several key areas of continuity: first, mastering the amount of knowledge in preschool age, which would be prolonged in school education and conditioned its effectiveness. Knowledge of the child-preschooler is rapidly losing relevance and becoming obsolete; they are not in a position to motivate a graduate of preschool educational institution to study at a school; textbooks are a brake on the path of continuity. Secondly, factual materials of textbooks in today’s version amorphously implement educational, developmental and applied (practical-oriented) functions; thirdly, attention should be paid to educational technologies for the successful implementation of the principle of continuity; especially in 1st-2nd classes. Underinvestment of school and preschool education distorts the quality of didactic-developing equipment of the pedagogical process and makes it impossible to master practical skills and habits that are vital.