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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.