The Interrelation between Initiative in Play and Dialectical Thinking in Preschool Age

Abstract

In the article play is considered as a space for the development of creative (dialectical) thinking in preschool age. The aim of the study is to analyze the relationship between the success of children in solving creative (dialectical) tasks and initiative in spontaneous play. The study involved 57 preschoolers from 2 preschool groups, contrasting in the quality of the educational environment. A qualitative and quantitative analysis of the initiative in play was carried out using an observation tool developed on the basis of the methodology of E.O. Smirnova. A total of 14 videos of a joint play were analyzed. “What can be simultaneously at the same time”, “Dialectical stories”, “Three stories” were used to measure the level of creative (dialectical) thinking. Qualitative analysis made it possible to distinguish two types of initiative actions – maintaining and changing the course of play. The study revealed the correlation between creative thinking in children’s narratives and play-changing initiative. The study points to the value of play as an activity where the child can not only solve, but also set tasks.