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The aim of the work is to identify, theoretically justify and experimentally verify the role of LEGO-technology in the development of constructive thinking in older preschool children. Education and upbringing in the form of play is a perfect way of pedagogical activity which is aimed at complex development of a child. One of these innovative technologies is LEGO-technology, which involves the creation of a new educational environment in a preschool organization. The research revealed and experimentally proved the role of LEGO-technology in the development of constructive thinking of senior preschool children, which are associated with the development of thinking processes: analysis, synthesis, classification, generalization.