THE IMPORTANCE OF THE CONTINUITY BETWEEN PRESCHOOL AND PRIMARY EDUCATION IN DEVELOPING LOGICAL THINKING ABILITY

Abstract

The development of logical thinking is one of the key goals in early childhood and primary education. However, the degree to which preschool (early childhood) education and primary (elementary) schooling are linked — that is, the continuity and alignment of curricula, pedagogy, assessment and learning environments — has significant implications for children’s capacity to develop reasoning, problem-solving and logical thinking skills. This paper examines the importance of the seamless transition and coherence between the preschool and primary education systems, explores how continuity supports the nurturing of logical thinking, and reviews research evidence, pedagogical practices and policy implications. It argues that when the preschool and primary phases are treated as connected, rather than siloed, children benefit from cumulative cognitive development, reduced learning-gaps, and enhanced capacity for logical reasoning. Finally, it offers recommendations for practice and policy to strengthen the early-to-primary education continuum in order to support logical thinking development.