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The authors of the article draw attention to the peculiarities of developing cognitive and creative activity in pre-school children in the context of pre-school education reforms. It is noted that the activities of a modern kindergarten are based on “favorable socialization of children” in the process of their assimilation of social life experience and relationships. This requires establishment in the preschool educational of a livelihood that would not only be safe but also filled with a variety of events; it also requires close interaction between children and adults in the educational process at the level of equal partners. The described model of innovative activities of a pre-school educational establishment is dedicated to the issue of formation of children’s cognitive and creative activity by means of familiarizing with the origins of the Russian folk culture is exactly the one that entails a variety of events and such a type of interaction with children when the adult deliberately tones down his or her subjectiveness in favor of the child, providing the latter with space for self-development.

The relevance of the study is determined by the need to develop cognitive and executive functions of children of senior preschool age, to prepare them for primary school. Studies show that the relationship between physical and cognitive activity is complex and diverse: in some cases, physical activity affects the development of cognitive and regulatory functions, while in others it does not. We found an unusual form of physically active dance activity. Acrobatic rock-n-roll turned out to be the dance that children like.

The purpose of the study is to conduct a pedagogical experiment, justify the criteria, develop recommendations for the implementation of the relationship between physical and cognitive development of children.

The novelty of the study lies in the use of acrobatic rock and roll as a physically active instrument, as a criterion for the effectiveness of the relationship between cognitive and physically activity.

The research methodology relies on a provision stating that the external and the semantic side of speech is the unity, which is a verbal thinking (Vygotsky, 1999), and structural approach to the analysis of speech (Morgenthaler, 1980), dialectical – creative activities for children (Veraksa, 2020).

The results showed a noticeable positive shift in the experimental groups in ability to convey the theme and idea of the tale - 73% of children and in the control group - 54% of children.

Contradictionary results of studies on the development of self-regulation in different activities in children are identified. The structure of self-regulation includes the ability to goal-setting, modeling conditions of activities, programming actions and self-control. The specificity of the manifestation of these abilities in different types of activity and features in preschool children is shown.

The method includes four problem situations. The first part is aimed at diagnosing the ability to self-regulate cognitive activity (metacognitive abilities). The second part is aimed at diagnosing the ability to self-regulate play activity (metaplay abilities).

Situations 1 and 3 suggest a hypothetical inclusion of the child in cognitive and play activities. The child must identify the goal and objectives, the conditions for the implementation of the activity and the program of action. Situations 2 and 4 are aimed at diagnosing self-control in cognitive and play activities. These situations imply a child’s assessment of «completing the assignment by other children».

Testing results indicate a relatively uniform distribution of the examined children according to the level of development of self-regulation abilities in different types of activities. Close and moderate correlation between the indicators of the abilities in cognitive and play activities was found. However, only 8% of the examined children showed a harmonious profile of metacognitive and meta-play abilities.

Self-regulation in preschool children has its own specifics in different types of activities. To diagnose metacognitive and metaplay abilities, it is necessary to use different diagnostic tasks. The results of testing the method indicate that it can be used in scientific research and for the diagnosis of mental development of preschool children.

This article presents findings on the particularities of cooperation between senior preschool children in various kinds of activities. The lines of research on the problem of cooperation between children are revealed. The findings of the empirical research are given. The sample consists of 64 senior preschoolers. The methods of E. Kravtsova’s “Labirint” and schemes of observation on the play activity of children, based on the methods of E. Smirnova and V. Holmogorovoy are used. Based on the obtained results, it is shown that in most children the ability to cooperate when accomplishing a general task is at the stage of development. The study reveals that although there is a high level of some features of cooperation in the free play of children, there are some difficulties in areas such as problem solving, planning of collaborative activity, taking initiatives, listening to peers and standing their ground, assigning roles on their own, and following the rules of the play. The effective mechanism for cooperative skills development in senior preschoolers is the organization of their collaborative cognitive and research activities in the context of a consolidated “learning community”, which main intent is the development of general goals and objectives of activity, and a joint search for ways to solve these problems.

A child’s ability to manage own activity is a condition of effective learning. The self-regulation of cognitive activity is carried out by means of metacognitive processes: goal-setting; highlighting the conditions of activity; programs of action; self-control. Metacognitive processes can be formal and dialectical according to the contents. Formal regulatory structures define knowledge as a set of unrelated actions aimed at the study of static and isolated properties of object. Dialectic metacognitive structures direct the subject to a comprehensive investigation of object, usage of all available resources, application of the different action programs and the substantial analysis of the achievements. Usage of visual models promotes the development of metacognitive processes in children of preschool age. It is difficult for children to hold the plan of activity and to control achievements due to the nature of their arbitrariness, thinking and memory. Experimental study of 40 children of 4-6 years showed that the visual models are an effective means of regulation of cognitive activity during its realization. The use of such models in the educational activity significantly influences on development of metacognitive processes such as analysis of the conditions of knowledge and programming of actions. Formation of the dialectical notion of cognition and skills to plan a cognitive process is organized by usage of metacognitive conversations. Such work is most effective with children 5–6 years.