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<p>This article presents the longitudinal study results dedicated to evaluation of formal-logical and dialectical thinking development in senior preschool children (5&mdash;6 and then 6&mdash;7 years old) as well as in elementary school children (7&mdash;8 years old). The formal&mdash;logical thinking study included 58 children. We used Piaget tests: &ldquo;Probability&rdquo;, &ldquo;Scales&rdquo; and &ldquo;Cylinder&rdquo;. The dialectical thinking study included 92 children. We evaluated three techniques: &ldquo;Drawing an unusual tree&rdquo;, &ldquo;What can be both at the same time?&rdquo; and &ldquo;Cycles&rdquo;. Data of 52 children who participated in the study at the age of 5&mdash;6 years old and 7&mdash;8 years old were used for the correlation analysis. The research results showed that the preschool age is sensitive for the development of formal operations as well as dialectical thought activities. A positive correlation was identified between the ability of 5&mdash;6 and 7&mdash;8 years old children to coordinate two differently directed movements to create a holistic image and overcome contradictions. It was also found that during the transition to learning at school, indicators for solving a creative problem (which involved the independent construction of opposite objects) decreased</p>

This paper aims to explore the relationship between preschool children’s understanding of mixed emotions and indicators of their cognitive development and gender and age. Mixed emotion comprehension is the ability of children to recognize and interpret emotions consisting of two emotions with different valences simultaneously. Assessment of preschool children’s understanding of mixed emotions was carried out using a set of tasks that modified Bylkina and Lucin’s methodology. Nonverbal intelligence was analyzed as indicators of cognitive development and children’s ability to apply dialectical thinking actions, perform formal operations, and predict the development of a situation. A total of 128 older preschool children took part in the study. The empirical study showed that understanding mixed emotions were related to the success of applying dialectical thought operations of transformation and mediation and formal operations of animation and prediction. No relationship was found between understanding mixed emotions and a child’s non-verbal intelligence. No differences were found in the success of understanding mixed emotions between girls and boys.

Background. This article presents data from a longitudinal study of understanding mixed emotion in preschool and primary school-age children, as well as the relationship of emotion understanding to the development of thinking. Understanding mixed emotions is viewed as children’s ability to recognize and interpret emotions consisting of two simultaneous emotions of diZ erent valences. In contrast to the majority of other works following Piaget’s theory, our work, follows the structural-dialectical approach and examines how the understanding of mixed emotions is connected not only to formal operations, but also to dialectical actions which allow us to look into the way a child forms the unity of two opposite emotions. Objective of the study was to analyze how understanding mixed emotions develops in children aged 5–6 and 7–8 and to assess the nature of changes in the relationship between understanding mixed emotions and indicators of cognitive development in these two age groups. Sample. Data were obtained by diagnosing 80 children, including 42 boys(52.5%) between 2019 and 2022. Methods. Preschoolers’ understanding of mixed emotions was assessed usinп a set of tasks consisting of three stories whose characters experienced atypical emotional experiences (Veraksa et al., 2022a). To diagnose the formal-logical thinking, the Probability, Scale and Cylinder methods (Piaget, Inhelder, 1951; Piaget et al., 1948), which were part of the classic Piaget tests, were applied. [ e development of dialectical thinking was assessed with the techniques “Drawing an Unusual Tree”, “What can be at the same time?”, and “Cycles” (Veraksa et al., 2022b). Results. Analysis revealed that children in the Y rst grade were more successful in completing mixed emotion tasks than children in the older preschool group. It was found that the success in comprehension tasks for mixed emotions among older preschoolers and Y rst graders was related to the development of multiplication operations (formal-logical operations) and operations of mediation, serialization, and reference (dialectical operations). Conclusion.[ e peculiarities of the connection between the understanding of mixed emotions and the development of formal and dialectical thinking in children aged 5–6 and 7–8 were revealed.