Students’ Training for the Realization of the Principle of Continuity in the Development of Children's Cognitive Abilities

Background/Objectives: The article justifies the parameters of the implementation of the principle of continuity in the development of cognitive abilities of preschool and primary school children, based on the following principles: Natural conformity, complementarity, cultural conformity. Methods: The leading idea of the appropriate training of students is improving vocational and pedagogical thinking of future professionals in the aspect of the ideas of developmental education. Findings: Methodological guidelines of the available technology of the principle of continuity in the development of cognitive abilities of children have been revealed, the conditions of students’ appropriate training have been distinguished. An educational complex have been developed to improve students’ vocational and pedagogical thinking based on the study of psycho-pedagogical and managerial foundations of implementing the principle of continuity in the development of children’s cognitive abilities of pre-school and early school age. The content of students’ research work organization has been reflected in the manual Methodology and Pedagogical Research Methodology. An algorithm has been developed for students to compile programmed exercises for older preschool and primary school children. Learning about children’s development helps understand what level for their teaching to choose, and what is the movement of children’s thought. Special courses The Development of The Conceptual and Creative Thinking of Children, Continuity in the Development of Cognitive Abilities of Children have been developed. Methodological advisement to improve students’ research skills has been organized. Applications/Improvements: The algorithm of the development of problematically developing exercises for children has been presented, based on the idea of the formation of scientific concepts, taking into account the dominance of figurative, emotional and sensory components of thinking.