CONTINUITY PRINCIPLE REALIZATION OF FOREIGN LANGUAGE TEACHING IN THE CONTEXT OF PRESCHOOL AND PRIMARY EDUCATION REFORMATION

Abstract

The paper is devoted to the study of the principle of continuity implementation between preschool and primary education in the process of a child’s foreign language communicative competence formation. The paper aims to analyze various aspects of the principle of continuity implementation in the process of foreign language learning in the preschool educational institution and primary school.
 The author considers different approaches to the interpretation of the category ‘continuity.’ The paper emphasizes that continuity is considered as a pedagogical principle, general pedagogical regularity, methodological principle, or didactic principle.
 The article analyzes the features of the various aspects of continuity implementation. The target aspect of continuity is realized in the definition of a common goal for children’s foreign language communicative competence formation. It is proved that the principle of continuity in the target aspect of foreign language learning is observed in preschool educational institutions and primary school as the learning process, which is aimed at forming elements of preschool children’s linguistic and speech competencies.
 It has been found that the semantic aspect of continuity is reflected in common topics for communication (‘I, my family and friends,’ ‘Nature,’ ‘Holidays’) and language inventory. The importance of play activities in teaching a foreign language to children of preschool and primary school age is revealed. It is stated that the pervasive nature of play activities in the process of learning a foreign language ensures the continuity of the child’s foreign language communicative competence formation, as play is a leading activity in preschool and retains its importance along with learning activities in primary school.