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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.

The article is devoted to a study conducted in preschool education №2325 called «Academy of Childhood” in Moscow involving participants from the group for 6-7 year old children (N=50.). The aim of the study was to identify the degree of absorption of a preschool child in the culture of animation, the quality of its comprehension as a factor in the development of its capacity for symbolic mediation. The author notes that each subject was given a set of specially selected diagnostic tests to determine his or her level of mental development and certain neuropsychiatric features. The methods were consistent with the subjects’ age specifics and the goals, objectives and hypothesis of the study. In her study, the author used her own technique, developed in accordance with standard provisions for psychometric methods. The study identified four levels of representation of the animated film in children’s minds, and 3 levels of preschool children’s abilities to symbolic mediation. When processing the results obtained the following trend was observed: the higher the degree of a child’s quantitative exposure to cartoon culture – the lower is its propensity for qualitative analysis and comprehension of cartoons. It is noted that the number of cartoons seen is a factor that negatively affects the development level of the child’s capacity for symbolic mediation. Recommendations are given on proper selection of animated films before showing them to a child.