Background. The relevance of the study is determined, on the one hand, by the significance of the problem of parent-child play interaction as an important aspect of family education, and on the other hand, by the insufficiency of its studies in the modern conditions of rapidly occurring profound changes in society, affecting the family microenvironment.
Objectives. 1) To identify and analyze the characteristics of play interaction between senior preschoolers with their parents, taking into account the possibilities of using digital devices. 2) To study the influence of the frequency of joint computer games in a family setting on the intellectual and creative development of children.
Sample. The study involved 180 preschoolers aged 6-7 years (Mage = 6.8, SD = 0.34; 88 boys, 92 girls), as well as their parents, mainly mothers. All preschoolers and their parents were the residents of Moscow. Most children (92.78%) attended preschool educational institutions.
Methods. A survey of parents was conducted. To diagnose children’s development, the following methods were used: a test method for diagnosing intellectual abilities (MEDIS); structured observation and expert assessments of children’s participation in a game lesson to reveal creative and intellectual potential. Methods of qualitative and quantitative data analysis were used (Jamovi 1.6.23 statistical package).
Results. In most families, play interaction between modern senior preschoolers and parents is implemented both in the form of traditional games (board, outdoor, role-playing, etc.) and computer games. However, the frequency of their use varies. In general, traditional games are chosen more often than computer games. At the same time, mothers are more likely to play traditional games with their children than fathers. When using gadgets, the opposite trend is observed: fathers are more likely than mothers to play computer games with their children. Preschoolers who rarely played computer games with their moms or dads had higher intellectual test scores.
Conclusions. The results of the study allow us to expand scientific understanding of the play interactions between modern senior preschoolers and parents. The need for psychological and pedagogical support for parents in choosing and organizing joint games with children is highlighted. The data obtained can be used in the development of recommendations to parents on the creation of a developing family microenvironment, in particular, on its digitalization.