The scientific crossing of integrality in pedagogy in search of its applicative essence, generates a vision that encompasses as much of the space of the respective phenomenon. In the article there is approached the concept of integrity from various perspectives: philosophical, sociological, psychological and pedagogical. The nature of integrality as a whole is highlighted, the networking between parts. Based on these approaches, some tendencies are pointed out in the establishment of the common system (preschool education-primary education), starting from the common points and the fundamental similarities of these two levels of education.
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