Shiyan O.A., Bochkina E.V., Krasheninnikova E.V. How to develop cyclic representation of preschoolers?

Keywords: cyclic representation dialectical mental actions dialogue problem preschoolers

Shiyan O.A., Bochkina E.V., Krasheninnikova E.V. How to develop cyclic representation of preschoolers? // Preschool Education Today. 2015, Issue 2. P.22–33

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2015, 2

Ekaterina V. Krasheninnikova
Psychologist, Preschool Establishment #1602 (Moscow, Russia)

Elena V. Bochkina
Psychologist of the of the Gymnasium №1504 (Moscow, Russia)

Olga A. Shiyan
Cand. Sci. (Pedagogy), Leading Researcher, Child Development Laboratory, Research Institute of Urban Studies and Global Education, Moscow City University, Moscow, Russian Federation

Abstract

The article is devoted to the following question: how children of preschool age reflect developments in the surrounding world. Cyclic representations are understood as means of representation, which allow the child to reflect the structure of development: the transformation of the object into its opposite and return to the starting point, but at a new stage. Cyclic representations allow the child to see patterns recurrence occurring of the processes, to see non-randomness in the sequence of events. This article describes the tasks aimed at the formation of cyclic representations of the older preschoolers. Examples of specific tasks, “traps” that define the problem situations, as well as the cases in which children solve the problem situations are presented. Testing of tasks was carried out in 2013-2014 in preschool establishments of Moscow №1602 and №2523.