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Abstract: An experimental study of the attribution of physical properties to virtual objects by preschool children presented in the article. The authors proceeded from the hypothesis that children rely on the characteristics of real physical objects known to them when they perceive virtual objects. The team of authors has thoroughly analyzed the ideas of modern cognitive psychologists and cognitologists who study the problem of the development of perception, intersensory integration, and the peculiarities of perceptual actions when recognizing virtual objects. Analyzing the research of colleagues, the authors adhere to a stable methodological paradigm, emphasizing the inextricable link between visual and haptic perception in the genesis of perceptual actions. The authors have developed an experimental research methodology to confirm the hypothesis that preschool children perceive virtual volumetric objects as three-dimensional when performing actions with them on a tablet computer screen. The study involved 117 children (3–6 years old) from the Sverdlovsk and Kurgan regions. The average age is 4 years 7 months (SD=0,57). The respondents were divided into 5 groups according to the recognition methods: visual perception of a real object; visual haptic perception; visual recognition of an object from a photograph; recognition of a virtual object on a touchscreen device; haptic perception – identification of a tactile exposed object in the haptic modality. The results obtained are consistent with the concept of optimal integration of visual and haptic information in the perception of the size and shape of three-dimensional objects by giving more weight to visual information as more reliable infor-mation. The inability to act with an image on a computer screen significantly increases the number of errors associated with recognizing a virtual volumetric object as three-dimensional.