Keyword: «continuity»

The main problems of continuity of two levels of education - preschool education and primary general education - are considered in the article. The directions of work on solving the problems of continuity of preschool and primary school education are determined, the tasks of the work are revealed, the forms of continuity are determined, the comparison of the GEF preschool targets and the requirements of the GEF of primary general education to the results of education are carried out.

the article considers the peculiarities of introduction of new Federal Educational Standards and the necessity of continuity of preschool and primary education as part of the implementation of next generation standards.

The article is intended for teachers of kindergartens and primary school teachers. The article touches upon the issues of continuity of preschool and primary education in the context of GEF implementation, as well as the grounds for continuity of pre-school and primary school education.

The article discusses the continuity of preschool and primary levels of education, the inadmissibility of bringing all children to a common level of development by transferring school forms of education to a kindergarten. The authors share their own experience in educational activities as a result of which pre-school children develop key competences that enable them to effectively study in an elementary school.

Introduction gives an idea of the importance of learning English grammar to Russian college and University students in the context of continuity in foreign language education. The purpose of the article is to identify the common features and differences in the current state of teaching grammar to Russian non-linguistic college and University students, to identify problems and offer ways to solve them. The methodology and methods of research include the analysis of foreign and domestic scientific and methodological literature on teaching grammar, comparison of foreign language exemplary programs for colleges and universities, practical comparison of the perception of the grammatical issues by college and University students. The results of the study showed that the process of Russian non-linguistic colleges and University students’ grammatical skills formation has common problems. Firstly, it is the absence of grammar topics and grammar exercises in many ESP textbooks, and secondly, the most general form of description of the content of teaching grammar in exemplary programs for both colleges and universities, with no links between grammatical and lexical topics. Comparing the requirements of the Federal State Educational Standards of secondary vocational and higher education shows that University graduates, unlike college graduates, need to know grammar for both oral and written speech production, as they will not only communicate with colleagues, but also prepare presentations, write articles, theses, abstracts and some other kinds of texts. Experimental lessons show that it takes college students more time to master grammatical skills than University students, and college students have smaller vocabulary. In order to ensure continuity in language education, it is necessary to include certain grammatical topics necessary for the development of writing skills into college working programs. Learning grammar is closely related to lexical skills. Thus it is necessary to encourage college students to enlarge their vocabulary, so they have their lexical base equal to the level of University entrants. Teaching English grammar at the University needs professionally-oriented vocabulary to move forward to foreign language competence development.