Keyword: «continuity»

The article explores the potential of electronic educational resources (EER) in ensuring the continuity of stages of foreign language mastering during the transition from secondary general education (SGE) to higher education. The authors identify the need to clarify the conceptual apparatus and unify the results of mastering the discipline “Foreign Language” in accordance with the Federal Work Program (FWP). The paper provides an analysis of the federal list of EERs, reveals the main directions of their further improvement, such as the complexity of search, the need for authorization and payment, as well as low adaptability to the individual needs of stu-dents. The study emphasizes the importance of unification of EERs to ensure the fulfillment of the principle of continuity in foreign language learning.

The article examines the issues of continuity in the formation of a health culture in preschool and primary school children. The relevance of the topic is due to the need to create a unified health-preservation system that ensures the continuity of the educational process and takes into account the characteristics of children with different educational needs. The authors propose an integrated approach that combines pedagogical and defectological methods aimed at strengthening the physical, mental and social health of children. The article presents the theoretical foundations of continuity, practical recommendations for teachers and specialists, as well as examples of successful practices. The materials of the article may be useful for workers of preschool and primary school education, defectologists and researchers in the field of pedagogy and psychology.

The article highlights the historical evolution of the prosecutor's office from its founding by Peter I to the present day. Three main stages of evolution are identified: imperial, Soviet, and modern. The development of a centralized system that has retained its supervisory functions despite changes in political regimes, state structure, and modern challenges is highlighted.

The article examines the psychological and pedagogical conditions for the development of creative imagination in six-year-old children. The results of an experimental study conducted on the basis of a preschool educational institution are analyzed. The effectiveness of using non-traditional drawing techniques and collective forms of creative activity to activate the imagination of senior preschoolers is substantiated. Special attention is paid to the principle of continuity in the development of imagination at the stage of transition from preschool to school education.

The relevance of the study is determined by the need to ensure continuity in the development of semiotic and symbolic skills in engineering students during the transition from secondary general education to professionally oriented foreign language instruction at university. The contradiction lies in the fact that basic skills in handling signs and symbols acquired at school do not ensure their automatic transfer into foreign-language professional communication without special methodological support. The aim of the work is to identify the lines of continuity in the development of these skills and to substantiate the methodological conditions for their effective actualization in the foreign-language environment of a technical university. The methodological framework is based on a systems approach, an analysis of semiotic and graphic means used in engineering practice, and the structure of professional competences as defined by the Federal State Educational Standard for Higher Education. The results of the study have shown that the key deficit is not the absence of skills as such, but the lack of formed strategies for recoding information (verbal into graphic and vice versa), interpreting foreign-language symbols and notations, and comparing national symbolic systems. A gap has been identified between analytical-synthetic skills in the native language and their productive use when working with foreign-language technical texts. The scientific novelty lies in the substantiation of three lines of development of semiotic and symbolic skills in the process of foreign-language training of engineers: transfer (the transfer of basic skills), adaptation (mastering the specifics of foreign-language symbols and standards), and integration (the synthesis of verbal and non-verbal means for solving professional tasks). The theoretical significance consists in clarifying the concept of "symbolic-graphic skills" as applied to teaching a foreign language at a technical university. The practical significance is determined by the developed methodological toolkit, which includes a system of tasks on recoding information, comparing symbolic systems, and a set of authentic texts with a graphic component, enabling the targeted development of skills in future engineers for independent work with symbolic and graphic information in a foreign language.