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Continuity between Preschool and Primary Education: Integration of Pedagogical Technologies of the New Ukrainian School

Iryna Mozul1, Svitlana Dubiaha2, Valeriia Vlasova3, Nadiia Frolenkova4, Leonida Pisotska5
1Department of Theory and Methods of Primary Education, Educational and Scientific Institute of Pedagogy and Psychology, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, Ukraine
2Department of Primary and Special Education, Faculty of Social-Pedagogical and Artistic Education, Bohdan Khmelnytsky Melitopol State Pedagogical University, Zaporizhzhia, Ukraine
3Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine
4Department of Preschool and Special Education, Psychology and Professional Methods, Faculty of Psychology and Pedagogy, Khmelnytskyi Humanitarian-Pedagogical Academy, Khmelnytskyi, Ukraine
5Department of Preschool and Special Education, Psychology and Professional Methods, Faculty of Psychology and Pedagogy, Director of the Professional Pedagogical College of Khmelnytskyi Humanitarian-Pedagogical Academy, Khmelnytskyi, Ukraine
DOI: https://doi.org/10.70517/revcc2624177
Published: 02/11/2026
: Iryna Mozul, Svitlana Dubiaha, Valeriia Vlasova, Nadiia Frolenkova, Leonida Pisotska. Continuity between Preschool and Primary Education: Integration of Pedagogical Technologies of the New Ukrainian School. Revista Cultura Científica, 2026 Issue 24. pg. 2164-2178.

Abstract

The transition from preschool to primary education is a critical stage in a child’s development, as it is accompanied by a change in the educational environment, the nature of learning activities, the expectations of independence and approaches to pedagogical interaction. In the absence of coordination between the two levels of education, the competence-based and child-centered potential of the New Ukrainian School is implemented inconsistently, and the adaptive load is largely transferred to the individual child. The purpose of the study was to identify organizational, curricular, and pedagogical conditions for ensuring continuity between preschool and primary education; the analysis focused on pedagogical approaches, technologies and tools suitable for consistent application at adjacent educational levels. The study was conducted in the form of a structured thematic review of 30 scientific and analytical works and a comparative analysis of nine Ukrainian regulatory and methodological documents using an analytical matrix and thematic coding with the possibility of assigning one source to several categories. The analysis indicated that pedagogical continuity is formed through the interaction of three dimensions: organizational coordination, alignment of competency expectations and technological continuity. The Ukrainian regulatory framework generally supports alignment between preschool educational areas and primary curriculum domains; however, the procedures for joint planning, the transfer of pedagogically significant information and the assessment of adaptation remain insufficiently specified. Four groups of cross-cutting pedagogical technologies and tools are identified: guided play, activity-based and integrated learning, formative assessment and digital support; partnership pedagogy and inclusive support are identified as organizational mechanisms for their coordinated application. The synthesis indicates that continuity does not consist in the literal repetition of the same methods, but in preserving the child’s familiar ways of learning with a gradual increase in task complexity, independence and responsibility. A structural model is proposed that connects organizational prerequisites, content guidelines, pedagogical technologies and expected transition results. The practical significance of the results lies in the possibility of using the model to develop joint transition plans, competency continuity maps, pedagogical observation procedures and individual support for children.

Keywords: pedagogical continuity, educational transition, guided play, formative assessment, New Ukrainian School, partnership pedagogy, psychological readiness, logical-mathematical competence

Abstract

The transition from preschool to primary education is a critical stage in a child’s development, as it is accompanied by a change in the educational environment, the nature of learning activities, the expectations of independence and approaches to pedagogical interaction. In the absence of coordination between the two levels of education, the competence-based and child-centered potential of the New Ukrainian School is implemented inconsistently, and the adaptive load is largely transferred to the individual child. The purpose of the study was to identify organizational, curricular, and pedagogical conditions for ensuring continuity between preschool and primary education; the analysis focused on pedagogical approaches, technologies and tools suitable for consistent application at adjacent educational levels. The study was conducted in the form of a structured thematic review of 30 scientific and analytical works and a comparative analysis of nine Ukrainian regulatory and methodological documents using an analytical matrix and thematic coding with the possibility of assigning one source to several categories. The analysis indicated that pedagogical continuity is formed through the interaction of three dimensions: organizational coordination, alignment of competency expectations and technological continuity. The Ukrainian regulatory framework generally supports alignment between preschool educational areas and primary curriculum domains; however, the procedures for joint planning, the transfer of pedagogically significant information and the assessment of adaptation remain insufficiently specified. Four groups of cross-cutting pedagogical technologies and tools are identified: guided play, activity-based and integrated learning, formative assessment and digital support; partnership pedagogy and inclusive support are identified as organizational mechanisms for their coordinated application. The synthesis indicates that continuity does not consist in the literal repetition of the same methods, but in preserving the child’s familiar ways of learning with a gradual increase in task complexity, independence and responsibility. A structural model is proposed that connects organizational prerequisites, content guidelines, pedagogical technologies and expected transition results. The practical significance of the results lies in the possibility of using the model to develop joint transition plans, competency continuity maps, pedagogical observation procedures and individual support for children.

Keywords: pedagogical continuity, educational transition, guided play, formative assessment, New Ukrainian School, partnership pedagogy, psychological readiness, logical-mathematical competence

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Iryna Mozul
Department of Theory and Methods of Primary Education, Educational and Scientific Institute of Pedagogy and Psychology, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, Ukraine
mozul.dubok@gmail.com
Svitlana Dubiaha
Department of Primary and Special Education, Faculty of Social-Pedagogical and Artistic Education, Bohdan Khmelnytsky Melitopol State Pedagogical University, Zaporizhzhia, Ukraine
Valeriia Vlasova
Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine
Nadiia Frolenkova
Department of Preschool and Special Education, Psychology and Professional Methods, Faculty of Psychology and Pedagogy, Khmelnytskyi Humanitarian-Pedagogical Academy, Khmelnytskyi, Ukraine
Leonida Pisotska
Department of Preschool and Special Education, Psychology and Professional Methods, Faculty of Psychology and Pedagogy, Director of the Professional Pedagogical College of Khmelnytskyi Humanitarian-Pedagogical Academy, Khmelnytskyi, Ukraine

How to cite:

Iryna Mozul, Svitlana Dubiaha, Valeriia Vlasova, Nadiia Frolenkova, Leonida Pisotska. Continuity between Preschool and Primary Education: Integration of Pedagogical Technologies of the New Ukrainian School. Revista Cultura Científica, 2026 Issue 24. pg. 2164-2178.

Publication History

  • Received: 28/07/2026
  • Accepted: 23/10/2026
  • Published: 02/11/2026
Copyright © 2026, Iryna Mozul, Svitlana Dubiaha, Valeriia Vlasova, Nadiia Frolenkova, Leonida Pisotska. Published by Revista Cultura Científica. This article is published as open access under the Creative Commons Attribution 4.0 International (CC BY 4.0) license (http://creativecommons.org/licenses/by/4.0/).

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