Earlier in our research we studied the differences between formal and dialectical thinking, so formal operations are aimed at the exclusion of contradiction, and dialectical ones at the active transformation of the relations of opposites. The clarification of the relationship between these two forms of thinking in dynamics continues to be a relevant task. The aim of the work was to investigate the performance in solving logical and dialectical tasks, as well as to identify age norms for 5-10-year-old children (n=756). To assess logical thinking, we used J. Piaget's tests, which are aimed at assessing the ability to coordinate two parameters simultaneously when analyzing proportions ("Probability"), balance ("Scales") and motion ("Mechanical curve"). Methods aimed at assessing children's ability to perform dialectical thought actions of transformation ("Drawing of an unusual tree"), mediation ("What can be both at the same time?"), and seriation ("Cycles") were applied. By 8-10 years of age, the majority of children successfully coped with the solution of all three logical tests, with boys performing better than girls on a spatial task aimed at coordinating multidirectional movements ("Mechanical curve"). Most children by the age of 9 successfully cope with building cyclical seriations. At the same time, dialectical tasks, as a result of which one object transforms into its opposite ("Drawing of an unusual tree") or both objects are combined into a single new one ("What can be both at the same time?") are relevant for children over 10 years old. It is probable that, as thinking is formed at each age stage, the ability to identify and operate with opposites retains its significance.

This article presents the longitudinal study results dedicated to evaluation of formal-logical and dialectical thinking development in senior preschool children (5—6 and then 6—7 years old) as well as in elementary school children (7—8 years old). The formal—logical thinking study included 58 children. We used Piaget tests: “Probability”, “Scales” and “Cylinder”. The dialectical thinking study included 92 children. We evaluated three techniques: “Drawing an unusual tree”, “What can be both at the same time?” and “Cycles”. Data of 52 children who participated in the study at the age of 5—6 years old and 7—8 years old were used for the correlation analysis. The research results showed that the preschool age is sensitive for the development of formal operations as well as dialectical thought activities. A positive correlation was identified between the ability of 5—6 and 7—8 years old children to coordinate two differently directed movements to create a holistic image and overcome contradictions. It was also found that during the transition to learning at school, indicators for solving a creative problem (which involved the independent construction of opposite objects) decreased

This study aims to clarify the methodological status of the category “activity Theoretical foundations of the relationship between child’s cognitive and emotional development were formulated in the works of Russian and international authors. We consider a child's dialectical thinking genesis as one of the cognitive development lines. This research aimed to study the relationship between dialectical thinking and emotion understanding in older preschool children. It was assumed that there is a significant relationship between emotion understanding and the success of children in completing three particular dialectical tasks, such as overcoming contradictions, understanding the simplest developmental processes and making a creative product. This study included 148 children, aged 5—6. We evaluated the level of non-verbal intelligence, dialectical thinking and emotion understanding using the following techniques: “Raven’s Coloured Progressive Matrices”, “Drawing an unusual tree”, “Cycles”, “What can be both at the same time?” and the Russian version of the “Test of Emotion Comprehension”. Correlational analysis of the resulting data revealed significant relationships between non-verbal intelligence, indicators of dialectical thinking and the overall level of emotion understanding. When controlling non-verbal intelligence, linear hierarchical regression analysis was used to demonstrate a significant contribution of dialectical thinking to the dispersion of values according to the general level of emotion understanding. The research results are of practical importance and make it possible to use transforming (understanding the simplest developmental processes and making a creative product) and overcoming contradictions as developmental tasks when working with children aged 5—6.

This paper aims to explore the relationship between preschool children’s understanding of mixed emotions and indicators of their cognitive development and gender and age. Mixed emotion comprehension is the ability of children to recognize and interpret emotions consisting of two emotions with different valences simultaneously. Assessment of preschool children’s understanding of mixed emotions was carried out using a set of tasks that modified Bylkina and Lucin’s methodology. Nonverbal intelligence was analyzed as indicators of cognitive development and children’s ability to apply dialectical thinking actions, perform formal operations, and predict the development of a situation. A total of 128 older preschool children took part in the study. The empirical study showed that understanding mixed emotions were related to the success of applying dialectical thought operations of transformation and mediation and formal operations of animation and prediction. No relationship was found between understanding mixed emotions and a child’s non-verbal intelligence. No differences were found in the success of understanding mixed emotions between girls and boys.

Цель статьи заключается, во-первых, в описании диагностической методики «Циклы», позволяющей оценивать понимание у детей процессов развития, выраженных циклично; во-вторых, в системном анализе особенностей понимания процессов развития у девочек и мальчиков 5–7 лет; в-третьих, в представлении норм по выполнению методики «Циклы» для мальчиков и девочек 5–7 лет. В статье представлены теоретические основания применения методики «Циклы», приведены результаты ее использования и полученные нормы для девочек и мальчиков 5–7 лет. Были получены данные о понимании процессов развития детьми старшего дошкольного возраста и о различиях между мальчиками и девочками в успешности решения диалектической задачи, направленной на оценку процесса развития. В статье предпринята попытка систематизации результатов исследований в области понимания процессов развития детьми, а также рассмотрена разработанная в рамках структурно-диалектического подхода методика для оценки способности понимать процессы развития. The purpose of this article is, firstly, to describe the diagnostic technique “Cycles”, assessing children’s understanding of developmental processes expressed cyclically; secondly, in highlighting the peculiarities of understanding the developmental processes in girls and boys 5–7 years old; thirdly, in the presentation of norms for the implementation of the “Cycles” methodology for boys and girls 5–7 years old. The article presents the theoretical foundations for the application of the “Cycles” methodology, shows the results of its use and the obtained norms for girls and boys 5–7 years old. Data were obtained on the understanding of developmental processes by older preschool children and on the differences between boys and girls in the success of solving a dialectical problem aimed at assessing the development process. The article attempts to generalize the results of research about understanding developmental processes in children, and also considers the methodology developed within the framework of the structural-dialectical approach to assess the ability to understand developmental processes.

Diagnostics of mental development is a prerequisite for the timely identification of potential developmental risks and their correction in children of all ages. The development and implementation of digital versions of professional diagnostic methods will make it possible to ensure their availability, significantly reduce the procedural burden and improve the quality of the collected data. This study is aimed at assessing the diagnostic capabilities and psychometric characteristics of the digital version of the NEPSY II battery subtest: Memory for Designs. The study was conducted according to an intra-individual scheme on a sample of 62 preschool children. The sample was divided into two groups depending on the sequence of the traditional and digital versions of the methodology. The results confirmed the high consistency and internal reliability of both versions. Medium and strong positive correlations between the indicators of the method were found, regardless of the method of presentation. No significant differences were recorded in the results of visual working memory diagnostics depending on the form of the presented method. The results obtained open up new prospects for further research in the field of child development; in particular, they allow large-scale screening studies using the digital version of the methodology. However, it is important to remember that each digital tool must undergo a testing procedure before being used in large-scale screening studies, which includes a more detailed assessment of its psychometric properties and ergonomics.