The universe of communication, in general, is as generous in uses, applications and interpretations as challenging by particular implications and contextualizations. Such contextualization is – in the initial training (at university level) of preschool teachers – communication with children of these ages. Between the pleasure of communication and the coordinates of education, however, the challenges also arise: the blockages in the didactic communication (in the kindergarten) and the teaching solutions related to the prevention / overcoming of these blockages. The present study proposes: (a) a diagnostic perspective on the difficulties faced by pre-service teachers (students of the Faculty of Psychology and Educational Sciences, Iasi, Romania: Pedagogy of Preschool and Primary School) in their communication with preschoolers, during the pedagogical practicum – examples / types of difficulties in didactic communication in preschool, the causes of these difficulties, the characterization of communication at this age etc. and (b) a projective direction – through the didactic solutions (strategies; methods / techniques; tools; family, school and / or extra-curricular activities) applied in the kindergarten and by proposing themes in the initial training of preschool teachers.