Development of Ability of Pre-school Children to Reflect Possible Relations

AbstractDialectical thinking is a mechanism of handling with oppositions and appears as a mechanism of construction of possible relations. Implementation of dialectical mental actions allows us conceiving possible relations, basing on the relations of reality. The purpose of current research was to examine the hypothesis that systematical discussion on problematic controversial situations with pre-school children contributes to development of their dialectical thinking and, therefore, the ability to anticipate possible relations.Forming experiment has been conducted for 2 years and consisted in the following: 5 year old children (as for the moment when experiment begun) participaed in 3 weekly classes where they faced problematic controversial situations and solved them while joint activity. A scheme was used as a mean of acquirement of dialectical relations.The experiment resulted in the fact that the hypothesis of a possibility of purposeful formation of dialectical thinking at pre-school age has been confirmed