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Psychological-Educational Studies
2025. Vol. 17, no. 3, 5–22
doi:10.17759/psyedu.2025170301
ISSN: 2587-6139 (online)

Approbation of the modified "Sample Reproduction" technique for assessing the level of visual-imaginative thinking development in preschool children

 
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Abstract

Context and relevance. Currently, psychological diagnostic practices lack methodologies for assessing visual-imagery thinking, which begins to develop during preschool years and constitutes the primary form of cognitive activity in early childhood. Basing on theoretical perspectives of cognitive development (A.V. Zaporozhets, L.A. Venger, N.N. Poddyakov), T.V. Lavrentyeva developed the "Sample Reproduction" method, which allows assessing the cognitive development level of children aged 3 to 4.5 years. Objective. The objective of this study to evaluate the psychometric properties of the Sample Reproduction method. Methods and materials. The Sample Reproduction method was administered to 722 children from various regions of Russia, aged 3 to 4.5 years (mean age = 45 ± 3 months). To assess external validity, teachers evaluated each child’s success in classroom activities and ability to think and reflect, using a 6-point scale across the following domains: 1) familiarization with the environment; 2) formation of elementary mathematical concepts; 3) speech development; 4) drawing; 5) plasticine modeling; 6) collage making. Additionally, teachers provided an overall assessment of the child’s general ability to think and reflect. Results. Statistical analysis confirmed that the tasks of the methodology are structured with complexity, determined by the degree of mastery of actions using a sample as a solution tool. The results of the correlation analysis between educators’ assessments and the success of completing the tasks of the "Sample Reproduction" methodology indicate its validity. The validity of the methodology is supported by the fact that older children perform the tasks more successfully. To draw conclusions regarding the use of the methodology in working with children with disabilities, a study on a sample with a significantly larger number of children in this category is required. Conclusions. The findings confirmed the validity of the methodology and its ability to differentiate early preschool children basing on their level of visual-imagery thinking development.

General Information

Keywords: mental development, visual-figurative thinking, Sample Reproduction method, early preschool age, diagnostics, validity, reliability

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2025170301

Funding. The study was carried out within the framework of the state assignment of the Ministry of Education of the Russian Federation dated 02/09/2024 No. 073-00037-24-01 “Development of a standardized psychodiagnostic tools package in digital format for assessing the individual psychological characteristics of students at different levels of education”.

Acknowledgements. The authors are grateful to O.I. Leonova, the Head of the Federal Center for Scientific and Methodological Support of the Pedagogical Staff, and L.M. Prokopyeva, the Head of the Professional Education Quality Monitoring Department, for assistance in collecting data.

Supplemental data. Datasets аvailable from https://doi.org/10.48612/MSUPE/9zun-2hf3-z5ef

Received 23.04.2025

Revised 01.09.2025

Accepted

Published

For citation: Burlakova, I.A., Radchikova, N.P. (2025). Approbation of the modified "Sample Reproduction" technique for assessing the level of visual-imaginative thinking development in preschool children. Psychological-Educational Studies, 17(3), 5–22. (In Russ.). https://doi.org/10.17759/psyedu.2025170301

© Burlakova I.A., Radchikova N.P., 2025

License: CC BY-NC 4.0

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Information About the Authors

Irina A. Burlakova, Candidate of Science (Psychology), Professor, Head of the Preschool Pedagogy and Psychology Chair, Department of Educational Psychology, Moscow State University of Psychology and Education, Leading Researcher, Laboratory of Preschool Education, Institute of Child Development, Health and Adaptation (Federal State Scientific Institution IRZAR), Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-0313-7518, e-mail: iaburlakova@mail.ru

Nataly P. Radchikova, Candidate of Science (Psychology), Leading Researcher of Scientific and Practical Center for Comprehensive Support of Psychological Research «PsyDATA», Moscow State University of Psychology and Education, Chief Specialist of the Laboratory of Biophysics of Excitable Media, Institute of Theoretical and Experimental Biophysics, Russian Academy of Sciences, Pushchino;, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-5139-8288, e-mail: nataly.radchikova@gmail.com

Contribution of the authors

Irina A. Burlakova — ideas; planning of the research; control over the research; annotation, writing and design of the manuscript.

Nataly P. Radchikova — data analysis; application of statistical, mathematical or other methods for data analysis; visualization of research results.

All authors participated in the discussion of the results and approved the final text of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

Ethics statement

Parental consent has been obtained for children to participate in the study.

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