ELEMENTARY MATHEMATICS AND LITERACY EDUCATION AS PSYCHOLOGICAL AND PEDAGOGICAL FACTORS IN ENSURING COGNITIVE DEVELOPMENT OF PRESCHOOL CHILDREN
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This article analyzes the relevance and current issues of ensuring the continuity and integration between preschool and primary education in Uzbekistan. Emphasis is placed on how continuity and consistency in the educational process contribute to effective engagement of children in education, their adaptation to new learning environments, and the formation of a unified educational space. The article identifies existing shortcomings, including repetition of topics across levels, excessive time allocated to certain subjects, an overreliance on theoretical content, and the insufficient integration of international research findings. Particularly, the lack of continuity between preschool and school programs negatively affects children’s adaptation and learning outcomes. From a psychological and developmental perspective, ensuring continuity between kindergarten and school plays a crucial role in a child's successful social integration.
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