Empirical study of the development of the subjectivity of preschool aged children in the context of representation of normative, transforming and uncertain situations

Empirical research was aimed at studying the subjectivity of preschool children in the context of the representation of normative, transformative and uncertain situations. The results indicate the leading role of dialectical thinking in the development of the subjectivity of preschoolers. Results showed that preschoolers successfully distinguish between changing situations, in which dialectical thinking usage is necessary. In addition, this position was confirmed by correlation analysis, which also showed the connection of dialectical thinking and the success of the representation of various situations.