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The article is devoted to the following question: how children of preschool age reflect developments in the surrounding world. Cyclic representations are understood as means of representation, which allow the child to reflect the structure of development: the transformation of the object into its opposite and return to the starting point, but at a new stage. Cyclic representations allow the child to see patterns recurrence occurring of the processes, to see non-randomness in the sequence of events. This article describes the tasks aimed at the formation of cyclic representations of the older preschoolers. Examples of specific tasks, “traps” that define the problem situations, as well as the cases in which children solve the problem situations are presented. Testing of tasks was carried out in 2013-2014 in preschool establishments of Moscow №1602 and №2523.

The article describes the tasks aimed at the development of cyclic representations of the older preschoolers. In each case, the description is given by a single scheme: formulation of the problem, a description of a specific task, an example of how children cope with this task. Objectives for action of dialectical transformation are proposed: children learn to establish relationships between opposites, detect transformation of objects and phenomena within the daily cycle (during the transition from day to night and vice versa). The authors show how to build a dialogue with the child in the course of solving problems and how to stimulate children’s thinking. The main goal is to create a situation in which children can discover the cyclic structure in the world, solving all sorts of problems in the course of the discussion, the project activity or writings stories.

The article is devoted to the following question: how do children of the senior preschool age reflect the processes of development in the world. Cyclic representations, allowing the child to reflect the structure of the development (the transformation of the object into its opposite and return to the starting point, but at a new stage) are understood as means of reflection of developmental processes. Cyclic representations allow the child to see patterns of the processes occurring around him repeatability, to see the nonrandomness of a sequence of events. The paper describes the results of studies of cyclic representations of older preschoolers on the examples of making stories and solving problems. These studies show that, although the children are immersed in the cyclical processes of the world, presentation of these processes to the children is fragmented as they are not organized into a coherent structure.