Keyword: «preschool child»

The article is intended for teachers of kindergartens and primary school teachers. The article touches upon the issues of continuity of preschool and primary education in the context of GEF implementation, as well as the grounds for continuity of pre-school and primary school education.

The article analyzes the ideas about the features of the development of communicative activity in preschoolers, presented in various studies. Under the communicative activity of the author refers to the interaction of two or more people, during which there is a perception, assessment and understanding of another person, as well as information exchange, resulting in a stable relationship between people. It is concluded that communication during the entire preschool age from the need for goodwill and the object and game interaction in the younger preschool age through the middle preschool period with the dominance of the desire to get the benevolent attention of the peer to the older preschool age with a characteristic need not only in the game and educational cooperation, but also in certain experiences.

The upbringing of morality is a part of the whole process of moral upbringing of the individual; the article examines the importance of moral upbringing in preschool childhood.

The key period in the development of a child is preschool age. The aim of the study was to identify the influence of the game on the social and communicative development of preschool children in the article, the authors describe in detail the social and communicative development in this period. The authors were able to identify the relationship between the child's play activity and his social and communicative development using the method of Dyachenko O. M. "Game room". The relevance of the study is the need to develop social and communication skills through play, so that the preschooler is successful in the future.

The article talks about how important it is to know the age characteristics of children's development. The features of the younger preschool age are described in detail. The purpose of this article was to identify the features of the development of the properties of attention in the younger preschool age. The relevance of the problem under study is the desire of most parents to develop a child, without taking into account age-related features of development, thereby preventing attention and other cognitive processes from developing harmoniously. Having considered and analyzed the features of this period and the development of attention, the author at the end of the article gave recommendations to parents and a psychologist.