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Background. Dialectical thinking ensures the construction of an adequate picture of the world, the resolution of problematic situations and creativity. This is important for success in various activities and the child’s socialization. The development of pedagogical tools for the development of dialectical thinking in children is a pressing task of modern science. The study was conducted within the framework of the structural-dialectical approach (N.E. Veraksa, L.F. Bayanova, O.K. Belolutskaya, O.A. Shiyan et al.).

Objective. To study the possibilities of using quest games in the development of dialectical thinking in children aged 6–7 years.

Sample. The study involved 36 children aged 6.1–7.2 years: 19 girls and 17 boys. At the formative stage 16 children were included in the experimental group, and 20 children in the control group.

Methods. The study was conducted in three stages: ascertaining, formative and control. The methods “Unusual tree”, “What can be both at the same time?”, “First and last” were used for diagnostics. At the formative stage, 8 lessons were held in the form of quest games. The methodology was based on the following conditions: 1) all tasks should represent problematic and contradictory situations, integrated in different types children’s activities; 2) the tasks in each quest game should be aimed at developing a one dialectical action; 3) the development of dialectical actions should be carried out in the following sequence: transformation, seriation, conversion, unification, and mediation.

Results. The results of the ascertaining stage showed that the majority of children aged 6–7 years demonstrate a low level of dialectical thinking. Observations of children at the formative stage showed that the quest game creates a favorable atmosphere for actualizing children’s potential in the application of dialectical strategies. The results of the control stage showed that the levels of dialectical actions in children in the experimental group increased significantly.

Conclusions. The quest game is an effective means of developing dialectical thinking in preschool children. Children perceive such games not as an activity, but as entertainment, relieving anxiety and tension. This promotes the development of dialectical strategies for resolving problematic situations.

Relevance. The ability to visually model is a universal ability that is formed in preschool age. Children’s mastery of this ability is an important indicator of the child’s mental development and intellectual readiness for school. The quest game is the least studied method of developing the ability to visually model in children.

The aim of the study is to explore the possibilities of using the quest game as a means of working on the formation the ability to visual modeling in preschool children.

The methodology. The study included three stages: ascertaining, forming and control. To diagnose the ability to visual modeling in children, L.A. Venger’s “Schematization” technique was used. The methodology for developing children’s ability for visual modeling through quest games was based on the following conditions: 1) developing the ability for visual modeling should be carried out in stages: from teaching children to use ready-made visual models to learning to create them; 2) each quest game must include tasks that involve the use of different types of models (spatial, temporal, mathematical, logical) in a single plot. The study involved 41 children aged 5-6 years.

Research results. The analysis of the results of the ascertaining stage showed that 43% of children aged 5-6 years who participated in the study had a low ability to visual modeling. The results of the control experiment indicate the effectiveness of the work carried out: indicators of the ability to visually model the children participating in quest games increased; the number of children who showed a low level decreased by 15%.The positive dynamics are due to the following circumstances: 1) The quest game is a fun form of organizing correctional and developmental activities for preschool children; 2) The form of the quest game allows you to include tasks for both the usage and the creation of visual models by children; 3) The quest game makes it possible to use different types of models: spatial, temporal, mathematical, logical, regardless of its plot.

Conclusions. The data obtained confirm our assumption that the quest game can be considered as a means of forming the ability to visual modeling in older preschool children.