Nadiya Novoselska, Oksana Kuzina
Urgency of the research. In the organization of teaching activities in a kindergarten and primary school, continuity and educational process improvement are relevant and valuable in terms of implementing the main priorities of modern education, unity, continuity of educational links, personality-oriented paradigm aimed at ensuring quality transition between preschool and primary education.
Target setting. At the current stage of social development, one of the priority tasks defined by the Concept of the New Ukrainian School is the need for systemic reform processes in education based on the principles of child-centeredness and gradual education. Continuity of human education is ensured by implementing the principles of perspective and continuity between related levels of education, a kindergarten and a primary school in particular. With the transition of comprehensive secondary education to new terms, structure and content of education, the issue of finding the ways to ensure the holistic development of an individual at different levels of education is relevant.
Actual scientific researches and issues analysis. Continuity has been the subject of research by many generations of educators, psychologists, and scientists. N. Zakharova, H. Nazarenko, O. Proskura considered organizational and pedagogical conditions for ensuring the readiness of preschoolers to study in a primary school. N. Bibik, A. Bohush, V. Kuz determined the ways of organizing the continuity of preschool and primary education. H. Bielienka, L. Nesterenko covered the support of continuity mechanisms in the educational complex “preschool educational institution - primary school”. However, the analysis of research papers showed that a comparative analysis of the main forms of educational process in a kindergarten and a primary school had not been conducted in the context of continuity.
The research objective. To identify the main forms of educational process of preschool and primary education. To highlight common and distinctive features of didactic units of educational process forms in a kindergarten (preparatory group) and a primary school in the context of continuity by applying a comparative approach.
The statement of basic materials. In accordance with the provisions of the Basic Component of Preschool Education, the State Standard of Primary Education and the main ideas of the New Ukrainian School concept, it is necessary to conduct a thorough comparative analysis of the main forms of organization of teaching activities in a kindergarten and a primary school. Continuity between preschool and primary school age is one of the conditions for continuing education of a child. Continuity can be realized through form (methodological aspect), content (semantic aspect), individualization of learning, system of activities (psychological and pedagogical aspect). Each age is characterized by its own special form of organization of teaching activities, which is planned and purposefully implemented by the teacher in order to solve specific educational problems of development, education and training.
Conclusions. The article analyzes the main forms of educational process in preschool and primary school. The comparative analysis of didactic units of educational process forms at school (1st grade) and in a kindergarten (preparatory group) is carried out. The ways to improve the forms of organization of educational activities of preschool and primary school children are identified
Key words: continuity, preschool institution, primary school, educational process, comparative approach, didactic units of educational process.
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