Abstract
This study examines the correlation between preschool education and the development of scientific thinking in rising schoolchildren. The research involved testing 84 first graders aged 6.5-8 years in two schools in Kazakhstan. The results showed that 52% of the children who attended kindergarten regularly had a high level of scientific thinking, while those with poor scientific skills had less than 20% of kindergarten attendance. The study confirms the interdependence between kindergarten attendance and research potential development. These findings can inform the preparation of rising schoolchildren for scientific activities and further research on preschool educations impact on self- realization in other countries.