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The relevance of the topic of the article. Dialectical thinking can act as a means of solving communicative and personal tasks by the subject. A dialectical strategy for solving such problems allows the subject to identify all the variety of characteristics, including mutually exclusive ones, and transform them. This contributes to a more tolerant attitude of the subject towards people around him and towards himself and, consequently, successful socialization.

Research methods. The article presents an analysis of studies carried out within the framework of the structural-dialectical approach on the issues of personality development and socialization of a preschool child. In accordance with the hypothesis, the directions of research are determined.

The first direction is the study of dialectical structures in arbitrary self-regulation and psychological and pedagogical conditions that contribute to the formation of a dialectical strategy of self-regulation in preschool children.

The second direction is the study of dialectical structures in the Self-concept and the possibility of forming in preschool children dialectical mechanisms of transformation of contradictions arising in the process of self-knowledge.

The third direction is the study of dialectical structures in social perception and the conditions for the formation of dialectical social intelligence in preschool children.

Conclusion. The study of dialectical structures in the development of the personality and socialization of the child will expand the possibilities of applying the structural-dialectical approach in practical psychology. It is important to develop dialectical thinking in children already in preschool age. The formation of a dialectical attitude towards oneself, people and events can contribute to the harmonization of relations with the outside world and oneself. This understanding opens up prospects for the development of methods of psychological correction of interpersonal relationships and personal development based on the formation of dialectical thinking in children, as well as the development of theory and practice of dialectical counseling and dialectical psychotherapy.

The article is devoted to the practical aspect of the development of self-regulation of preschoolers in the play. The introduction provides a definition of self-regulation as a multidimensional construct that includes the regulation of emotions, cognitive processes and behavior. The definition of executive functions based on A. Miyake’s model is also proposed. The literature review covers the results of new studies on the influence of play on the development of self-regulation in preschoolers. The article considers studies showing the effectiveness of role play, play with rules, digital games, as well as the relationship between play preferences at home and the development of self-regulation in preschool children. In the final part, practical recommendations are formulated for the use of games in order to develop self-regulation of preschoolers. Recommendations are given for choosing games that are most suitable for this purpose, their duration, increasing children’s involvement in play, and the nuances of organizing play. The conditions for creating different types of play (play with rules, role play, digital games) are described in detail. The Appendix contains names and brief descriptions of digital and board games that can be used to train all components of executive functions.

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.

Background. The rapid pace of change in the modern world, including the increase in the volume of information, the speed of updating the system of scientific knowledge, the growth of requirements imposed on a person, set the task of preparing students for the challenges of modernity, when it is necessary to adequately assess what is happening, act in a situation of uncertainty taking into account a variety of conditions, i.e. to carry out self-regulation.

Objective. The purpose of this study is to assess the skills of first-grade students to carry out self-regulation at the level of representations and as a result of solving computer diagnostic problems.

Sampling. The study involved 78 first-grade students, whose average age was 6–7 years old at the time of diagnosis.

Methods. The study used such methods as a survey (questionnaire “Style of self-regulation of children’s behavior (2) - SSPD-M2” (V.I. Morosanova)), computer diagnostics methods (methods “Two-color Schulte tables” (adapted by A.R. Agris, T.V. Akhutina, A.A. Korneev, E.Yu. Matveeva) and “DOT points (Hearts and Flowers)” (Davidson M.C., Diamond A., adapted by A.R. Agris, T.V. Akhutina, A.A. Korneev, E.Yu. Matveeva).

Results. Differences in the ideas of first-graders to carry out self-regulation and their skills to carry it out when solving the proposed tasks are revealed.

Conclusions. The formation of a self-regulation system in primary school students is an urgent psychological and pedagogical task of modern education. The prospects for using the results obtained are related to their implementation in the educational process (organization of students’ educational activities, conducting educational and support classes, etc.), including in the training of future primary school teachers, and use in scientific and methodological support of education.