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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 presents the methodological basis and theoretical substantiation of the possibility of using training as a means of work aimed at the development of dialectical thinking of preschool age children.

The method of training of dialectical thinking is based on the methodology of structural-dialectical approach by N.E. Veraksa, general principles of correctional- developing work and requirements to training as a method. The special conditions defined by the specificity of dialectical actions as an object of influence are as follows.

1. Inclusion of conflict situations in different types of children’s activities.

2. Children’s understanding of the following terms reflecting dialectical relations and transformations: “opposite”, “middle”, “series”, “transformation”, “union” and “back”.

3. Matching of children’s understanding of such dialectical thinking actions as transformation, serialization, mediation, treatment, unification to their complexity.

4. Formation of dialectical thinking actions according to the theory by P.Y. Galperin of gradual formation of mental actions

5. Application of dialectical schemes that allow to fix opposites and relations between them, as well as dialectical transformations. Thirty-six children aged 6-7 participated in the cohort study. “What can happen at the same time?” and “Unusual tree” methods by N.E. Veraksa were used to evaluate the effectiveness of the training.

The results of the testing of the training demonstrate its effectiveness. The indicators of dialectical thinking of children participating in the training increased. Differences in the indicators at the stating and control stages according to U - Mann Whitney’s criterion in the cohort are not significant: the empirical value = 145.5, in experimental group it is significant: the empirical value = 87; U criteria = 109, p≤0.05.

The developed methodology can be applied in the development work of teachers and psychologists and preschool teachers.

Background. Teachers’ ideas have a significant impact on their practical decisions. Supporting the child’s opinion and participation in decision-making helps children develop a sense of belonging and self-expression, which in turn has a positive effect on both educational achievement and overall quality of life. Nevertheless, issues related to teachers’ ideas of the concept of participation and its implementation in the study group remain insufficiently investigated.

Objectives. To develop a model of a participatory approach that allows determining the degree of implementation of the principle of participation in an educational organization. To analyze the relationship between the ideas of Russian teachers about children’s participation and the level of their support for children’s opinions and participation in decision-making.

Sampling. 42 teachers from 30 preschool groups participated in the study. To analyze the relationship between teachers’ ideas and their support for children’s opinions, all respondents were divided into three subgroups according to the quality level of the environment of the groups in which they work.

Methods. Teachers’ ideas about participation were studied using the author’s modification of the questionnaire “Preschool teachers’ ideas about kindergarten education” (Broström et al., 2012; modified by Ursulenko, 2020), in which an indicator of parental participation was added. The examination of the level of support for children’s opinions and participation in decision-making was carried out by a specially trained external expert based on the educational environment quality assessment tool “Support for children’s opinions and participation in decision-making”, developed by the Research Institute of Urbanism and Global Education MСU as a possible addition to the ECERS-3 scales.

Results. The respondents of the first subgroup, with unsatisfactory quality, have no significant correlations in the ideas describing children’s participation in decision-making. The respondents of the second subgroup, with minimal quality, have significant connections both in the ideas describing children’s participation in decision-making and in the ideas describing the manifestation of their initiative. But these ideas are not related to each other. Respondents in the third subgroup, with a good quality, believe that participation in activities affecting the interests of children is associated with decision-making and the ability to initiate joint activities. There are no subgroups with high-quality. The number of preschool groups in which teachers have created conditions that prevent or insufficiently support participation prevails — 80% (24 groups).

Conclusions. The structural and dialectical model of the implementation of the participatory approach developed by us allows us to perform a meaningful analysis of the practices of implementing the principle of participation in preschool education, which is presented in the theoretical part of the study. Teachers’ ideas about children’s participation are related to their support of children’s opinions and participation in decision-making. For participation in activities affecting interests, not only participation in decision-making is important, but also the ability to initiate joint activities that are interconnected.