TEACHING STUDENTS TO IMPLEMENT CONTINUITY IN THE FORMATION OF MATHEMATICAL CONCEPTS IN PRESCHOOL EDUCATION AND 1ST GRADE
Abstract
The problem of continuity in education is relevant. Continuity between preschool education and the first grade presupposes consistency and consideration of goals, content, and technologies at each stage, as well as rational use of children’s learning outcomes. The article identifies and describes the conditions for teaching students to implement continuity in the formation of mathematical concepts in preschool education and grade 1. The experience of working with students preparing for professional activities in preschool and primary education is presented. Examples of types of work and tasks for students are given.
EDN: XJHUVK
References
Акпаева, А. Б., & Кинжибаева, Ф. Б. (2020). Анализ подготовки студентов к реализации преемственности дошкольного и начального математического образования. Вестник Казахского национального женского педагогического университета, (3), 167–176. EDN: https://elibrary.ru/UPGJDM
Белошистая, А. В. (2004). Формирование и развитие математических способностей дошкольников: Вопр. теории и практики: Курс лекций для студентов дошк. фак. высш. пед. учеб. заведений. Москва: ВЛАДОС. 399 с. EDN: https://elibrary.ru/QTLKPX
Гуцу, Е. Г., Кочетова, Е. В., & Зезина, М. А. (2021). Подготовка учителей начальных классов к осуществлению преемственности дошкольного и начального образования. Инновационная экономика: перспективы развития и совершенствования, (1(51)), 249–254. https://doi.org/10.47581/2021/FA-07/IE/51/01.039 EDN: https://elibrary.ru/RIONFQ
Лаврова, Л. Н. (2019). О преемственности между дошкольным и начальным общим образованием. Региональное образование: современные тенденции, (1(37)), 94–95. EDN: https://elibrary.ru/MNLICC
Макарова, А. А. (2020). Формирование компетентности будущих педагогов дошкольного образования в области развития первичных математических представлений дошкольников. Образование в России: история, опыт, проблемы, перспективы, (2(13)), 59–64. EDN: https://elibrary.ru/ARHQSH
Шестакова, Л. Г., & Южанинова, У. А. (2022). Преемственность в использовании ИКТ между дошкольным образованием и 1 классом в формировании математических представлений. International Journal of Advanced Studies in Education and Sociology, (3), 56–61. EDN: https://elibrary.ru/ZXZFXW
Сейталиева, Э. С., & Омуралиева, Э. К. (2024). Мектепке чейинки жана башталгыч мектеп курагындагы балдарда чоңдуктар жөнүндө түшүнүктөрдү калыптандырууда уламалуулук көйгөйлөрy [Проблема преемственности формирования представлений о величинах у детей дошкольного и младшего школьного возраста]. И. Арабаев атындагы Кыргыз мамлекеттик университетинин Жарчысы, (4-2), 353–361. https://doi.org/10.33514/1694-7851-2024-4/2-353-361 EDN: https://elibrary.ru/DYFXBS
References
Akpaeva, A. B., & Kinzhibaeva, F. B. (2020). Analysis of student preparation for the implementation of continuity between preschool and primary mathematical education. Bulletin of the Kazakh National Women's Pedagogical University, (3), 167–176. EDN: https://elibrary.ru/UPGJDM
Beloshistaya, A. V. (2004). Formation and development of mathematical abilities of preschoolers: Questions of theory and practice: A lecture course for students of preschool faculties of higher pedagogical educational institutions. Moscow: VLADOS. 399 p. EDN: https://elibrary.ru/QTLKPX
Guts, E. G., Kochetova, E. V., & Zezina, M. A. (2021). Preparation of primary school teachers for the implementation of continuity between preschool and primary education. Innovative Economy: Prospects for Development and Improvement, (1(51)), 249–254. https://doi.org/10.47581/2021/FA-07/IE/51/01.039 EDN: https://elibrary.ru/RIONFQ
Lavrova, L. N. (2019). On continuity between preschool and primary general education. Regional Education: Current Trends, (1(37)), 94–95. EDN: https://elibrary.ru/MNLICC
Makarova, A. A. (2020). Formation of the competence of future preschool teachers in the field of developing primary mathematical concepts in preschoolers. Education in Russia: History, Experience, Problems, Prospects, (2(13)), 59–64. EDN: https://elibrary.ru/ARHQSH
Shestakova, L. G., & Yuzhaninova, U. A. (2022). Continuity in the use of ICT between preschool education and the 1st grade in the formation of mathematical concepts. International Journal of Advanced Studies in Education and Sociology, (3), 56–61. EDN: https://elibrary.ru/ZXZFXW
Seytalieva, E. S., & Omaralieva, E. K. (2024). Problem of continuity in the formation of concepts of magnitudes in children of preschool and primary school age. I. Arabaev Kyrgyz State University Herald, (4-2), 353–361. https://doi.org/10.33514/1694-7851-2024-4/2-353-361 EDN: https://elibrary.ru/DYFXBS
Copyright (c) 2025 L. G. Shestakova, M. V. Lapenok, L. V. Chugaynova
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
