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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
