The education system must constantly change in order to meet the conditions in which it is implemented. The needs of society can only be met by a developing school. The educational system must be designed in accordance with specific conditions, and then plan and implement the transition to the desired learning scheme. This requires certain strength and level of pedagogical culture.
Continuity in continuing education
Determining the ways of becoming a new school, it is necessary to be guided by methodological documents. In particular, we are talking about the decisions of the commission of the Ministry of Education and the Concept, which worked out the content of continuing education. These documents formulate the main provisions in accordance with which it is necessary to carry out the restructuring of the pedagogical structure today. Continuity in education is the establishment of communication and balance between parts of the training course at different stages of study. It covers not only specific subjects, but also the interaction between them. The implementation of continuity in education is carried out taking into account the logic and content of a particular science and the established laws of its assimilation. One of the key tasks in this case is reducing and bridging the gap between the levels of training. Regarding the continuity of education, an analysis of the studies devoted to it indicates that we are talking primarily about adults. Today, more than ever, it is clear that the one-time training received by a person in his youth is extremely insufficient. Thus, continuity in education, lifelong education act as key factors in the process of formation and development of the modern pedagogical structure.
Study Features
Succession issues in education have been studied in the works of many authors. In particular, reflections on the topic can be found in the works of Ganelin, Dorofeev, Lebedeva and others. According to some authors, the success of the process lies in the sequence of studying and assimilating knowledge, forming the abilities and skills of students, given the principle of continuity in education. Particular attention is paid to the content of the process, to a separate subject. A rather interesting approach to the study of continuity between schools and universities was proposed by Godnik. In his reasoning, he points to the duality of her character. This is proved by the example of the interaction of secondary and higher schools. Meanwhile, his conclusions are also relevant for the implementation of the continuity between the DOW and the primary educational institution, secondary and senior levels.
Interaction
Studying the continuity in education, there is always a need to explore the features of the relationship that are built between the actors of the process. Interaction takes place both within the educational institution, and between schools and other childhood institutions. Of great importance are the relationships between the school and the family, scientists and practitioners, managers at all levels, etc.
Key areas
In determining the main trends in the development of pedagogical systems in international practice, education is considered as the formation of the ability to effectively and adequately respond to social needs, while maintaining the positive experience gained earlier. The main thing in this process is the personality-oriented direction. This, in turn, requires the formation of a holistic system of lifelong learning. It is considered as a process and a result of personality development in existing structures of public and state institutions that provide various levels of training.
Preschool and elementary education
The continuity program in education is considered mainly in the content of the pedagogical process. At the same time, approaches at the methodological, psychological and didactic levels are clearly underdeveloped. When forming a unified pedagogical space, it is necessary to take into account techniques and methods that optimize the entire learning process, eliminate overload, and prevent stress among students. Continuity in education under the conditions of the Federal State Educational Standard between the preschool and the elementary level is considered today as one of the factors of the child’s continuing education. Meanwhile, this does not mean that the main goal of the DOW is to prepare for the first class.
Main misconceptions
Currently, some authors are considering the question of the appropriate formation of the content of the preschool educational process as an earlier study of the primary school curriculum. As a result, the goals of the pedagogical process are reduced to the transfer of narrow subject skills, abilities and knowledge. In such a situation, the continuity in the education system will not be determined not by the level of development of the future student's qualities necessary for him to carry out a new activity, the formation of prerequisites for knowledge, but exclusively by his willingness to master specific school subjects.
Theoretical aspect
Considering the continuity in education, the key task is the formation of a chain of interconnected links. At this stage, the main tasks are:
- Definition of the specific and general goals of the pedagogical process at each specific stage. Based on them, a progressive relationship of successive goals is formed, which are maintained and developed from stage to stage.
- The construction of a coherent and unified structure with the justification of the relations of the elements used at various age stages.
- Formation of a common content line in subject areas. It should be consistent with the justification of the methodological structure and exclude unreasonable overload at the preschool level, focus on the formation of knowledge and skills that duplicate school subjects.
Practical solution
Succession can be implemented in many ways. One of the options is the creation of integrated pedagogical plans for preschool and school education by one team or several interacting groups. Another way is a general theoretical solution to problems based on the element of "readiness for learning." This component is characterized as the formation at a certain necessary level of such personal qualities of the child that help him learn, then eat, make him a schoolboy.
Features of the Ministry of Education Concept
This document notes the qualitative difference between continuity and continuity of education. The first category relates primarily to the field of organization of pedagogical activity, its methodological support and didactic content. That is, in this case we are talking about the development of the institution itself. Continuity in education refers more to the personality of the child. This difference, according to experts, is quite promising and has 3 important consequences. In particular, the following conclusions can be drawn:
- Continuing education acts as a coherence, connection and focus on the future of all elements of the process (means, methods, tasks, forms of organization, content, etc.). It manifests itself at every stage of training.
- Continuity is interpreted as the formation of the qualities necessary for the implementation of educational activities. In particular, we are talking about curiosity, independence, initiative, creative expression, arbitrariness. A key element in primary school age is the child’s ability to self-change.
- The solution to the issue of continuity and effectiveness of the continuity of education is associated with social and individual development, the successful adaptation of children in society. In terms of content, this requires the formation of a child’s communicative and social competence, the development of psychological and organizational culture skills.
Main problems
The current situation in pedagogical practice is characterized by the presence of significant differences in the requirements that the school makes for children. Upon admission to the first class, in the learning process, the level of formation of narrowly subject abilities and skills in the child is revealed (the ability to count, read, etc.). Interviews actually turn into a kind of exam, which, in turn, contradicts the provisions of the Federal Law "On Education". Many experts are concerned about this situation. With this understanding of continuity, the tasks of preschool development can be reduced to specific training. In this case, parents will be forced to forcefully exploit the children's body. Currently, competitive selection, testing, and interviews are quite common. This practice is contrary to the interests of the child and violates his constitutional law. Diagnosis is permissible only as a stage in the organization of the upcoming individualization of the pedagogical process. As practice shows, about 80% of children attending early development schools are pupils of preschool educational institutions. Parents strive to pull their child to the proper level, they want to make him the most intelligent, well-read, capable. At the same time, they deprive him of his health and often provoke a loss of interest in learning.
Conclusion
Of course, continuity is a two-way process. First of all, the pre-school level is important. It is designed to preserve the value of childhood, to form the fundamental individual qualities of the child, which will serve as the basis for the success of his education in the future. On the other hand, the school is responsible for the further development of children. An educational institution should "pick up" the achievements of the child, give him the opportunity to improve and realize his potential in different areas. An analysis of pedagogical practice indicates that at present it is necessary to more actively implement the developed theoretical principles. The principle of continuity should be implemented now.