Abstract
The article analyzes the cognitive communication of preschoolers with adults as one of the conditions for the development of cognitive activity, examines the role of the family and family communication. The relevance of the interaction between the preschool organization and the family in the upbringing and education of children is determined. The mechanism for implementing an individual approach to teaching preschoolers is presented. The use of an individual program of cognitive communication has been updated through improving the forms and methods of working with the family.
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