Abstract: The present article is devoted to the dynamics of meanings from the earliest stages of ontogenetic development. The proposed research is based on the idea of the principal difference between dual and nondual approaches to interpreting what happens during cognitive evolution. The author shows that implementation of the dual approach to intepreting processes of cognitive development of a child deprives us of the opportunity to adequately describe the dynamics of cognitive abilities and associated process of the transformation of meanings. Refusal of the adult-culture-centrist approach allows to prove that meanings are presented even at the stage of infancy but they are naturally different from what an adult knows from his own cognitive experience. Before carrying out the research, the author analyzes a number of methodological issues which allows to make the analysis less dependent on implicit limitations and stereotypes that have the status of methodological stereotypes. In particular, the author discusses the consequences of the adult-culture-centrist position in the defined significant aspects of child's development and demonstrates what destortions of the picture of cognitive evolution such approach may lead to. It is proved that the concept of meaning which is typical for contemporary science presents only a superficial layer of the depth meaning. The latter can be presented only as an extensive pattern of cohesiveness that is created at the moment of establishing the nondual integrity and possesses the features of completeness, polymodality, syncretism and nondual integrity.