Formation of students’ readiness to ensure continuity between preschool and primary education

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dc.contributor.authorYakymenko Svitlana
dc.date.accessioned2026-06-17T11:12:30Z
dc.date.issued2026
dc.descriptionYakymenko S. Formation of students’ readiness to ensure continuity between preschool and primary education / S. Yakymenko // Сolloquium-journal. - Warszawa : Wydawca «Interdruk». 2026. №12 (277). Część 1. Р. 18-19
dc.description.abstract1The article examines the problem of forming students’ readiness to ensure continuity between preschool and primary education as an important component of their professional training. The relevance of the study is determined by current educational reforms and the need to ensure the continuity of the educational process, which contributes to the harmonious development of a child’s personality. The purpose of the study is to substantiate the theoretical and practical foundations for developing such readiness in future teachers. The research is based on a set of general scientific and pedagogical methods, including analysis of scientific sources, generalization of pedagogical experience, and systematization of theoretical provisions. As a result, readiness is defined as an integrative personal characteristic that includes cognitive, activity-based, and value components. The pedagogical conditions for effective formation of this readiness are substantiated, including the integration of professional training content, the use of an interdisciplinary approach, the organization of practical training, and the development of students’ reflective skills. Special attention is paid to the role of innovative educational technologies and teaching practice as tools for developing practice-oriented competencies of future teachers. It is proven that the combination of theoretical and practical training enhances the level of professional readiness and ensures effective implementation of the continuity principle in the educational process. Prospects for further research are related to the development of models for assessing the level of students’ readiness and the introduction of innovative approaches in teacher education.
dc.description.provenanceSubmitted by Світлана Якименко (svitlana.yakimenko@nuos.edu.ua) on 2026-06-17T08:13:25Z workflow start=Step: reviewstep - action:claimaction No. of bitstreams: 1 Yakymenko.pdf: 1439570 bytes, checksum: 1478f38b895677d416c67e89b8b39607 (MD5)en
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dc.description.provenanceMade available in DSpace on 2026-06-17T11:12:30Z (GMT). No. of bitstreams: 1 Yakymenko.pdf: 1439570 bytes, checksum: 1478f38b895677d416c67e89b8b39607 (MD5) Previous issue date: 2026en
dc.identifier.issn2520-6990
dc.identifier.issn2520-2480
dc.identifier.otherhttps://doi.org/10.5281/zenodo.20151880
dc.identifier.urihttps://eir.nuos.edu.ua/handle/123456789/13130
dc.language.isoen
dc.publisherWydawca «Interdruk» Poland, Warszawa
dc.relation.ispartofseriesУДК; 37.013
dc.subjectcontinuity
dc.subjectpreschool education
dc.subjectprimary education
dc.subjectprofessional training
dc.subjectpedagogical activity
dc.subjectreadiness
dc.subjectstudents
dc.titleFormation of students’ readiness to ensure continuity between preschool and primary education
dc.typeArticle

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