Что препятствует обеспечению преемственности между дошкольным и начальным общим образованием

Abstract

The article considers factors that prevent continuity in the implementation of pre-school and primary general education programs. The situations that give rise to pedagogical neglect of children at the preschool education level are discussed, and ways of overcoming it are suggested, in particular the use of such pedagogical technologies as conditional and controlled dialogue, listening, with the purpose of developing communicative and
 speech skills of children.