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Relevance of the article. Preschoolers are active users of modern digital devices, and therefore their media activity is increasingly becoming the subject of close attention. Scientists disagree on whether gadgets positively or negatively effect on the development of a child’s psyche, and what types of media activity have a positive effect on the success of preschoolers.

The aim of the study: to identify differences in the level of development of mental abilities of senior preschoolers in two groups: those using digital devices mainly for watching cartoons and videos, and those using digital devices mainly for video games and applications.

Description of the research progress. The study involved 267 senior preschool children and their parents. Parents filled out a questionnaire (Bortsova, Nekrasov, 2020) aimed at studying the child’s predominant way of using digital devices and screen time indicators. Children aged 5–7 years were divided into two groups: those who predominantly watch videos and cartoons (passive screen time), and those who prefer video games and applications (active screen time). The level of development of children’s mental abilities was studied using a battery of techniques created under the guidance of L.A. Venger. According to the level of imagination development, the children were divided into three groups based on the results of the “Complete the Drawing” technique (Dyachenko, 2007). The results of the development of intellectual and creative abilities of two groups of children were compared using the Student’s t-test and one-factor analysis of variance.

Research results. Children using digital devices primarily for video games and applications had a higher level of mental development compared to the group of children using digital devices primarily for watching cartoons and videos. Children with low levels of nonverbal imagination spent more time in front of digital device screens than children with medium and high levels.

Conclusions. Modern computer games and applications have the potential to develop the intellectual abilities of older preschoolers. At the same time, interaction with digital devices negatively affects the development of imagination.

Relevance and purpose of the study. Studying the impact of digital technologies on the development of preschool children is one of the topical areas of modern psychology. Digital devices become part of the microenvironment of a child’s development from the first years of their life. However, their impact on a preschooler, is associated, on the one hand, with the discovery of new opportunities, and, on the other hand, with the emergence of risks and difficulties, is a great challenge for parents, teachers, and psychologists. In this regard, the study was aimed at identifying the features of the use of digital devices (tablet / computer) as components of the family educational microenvironment and studying their influence on the intellectual development of older preschoolers.

Sample consisted of 200 preschoolers aged 6-7 years, their parents (mainly mothers) from Moscow city.

Methods. Methods of express diagnostics of intellectual abilities /MEDIS, (E.I.Scheblanova, I.S.Averina, E.N.Zadorina); expert evaluation of intellectual and creative activity, creative thinking of preschoolers in a specially designed game lesson; the survey of the parents about the use of a tablet / computer at home for the development of a child (frequency, time, programs / games); and methods of qualitative and quantitative analysis (statistical package SPSS Statistics 22).

Results. It was revealed that in the families of the majority of preschoolers (96%) digital devices (tablet / computer) are used for their development, but the intensity (time) of use was different: 20-30 minutes for almost half of the older preschoolers, and 30-60 minutes for a little fewer children; but for individual preschoolers, the time exceeded one hour. The analysis of the number of children’s interactions with digital devices (as part of the family educational environment) during the week showed that a significant part of the children were divided into two approximately equal groups (about 40% in each): the frequency of using a tablet / computer in the first group was 1-2 times a week, in the second – 3-4 times a week. There were significantly fewer preschoolers who used a tablet/computer 5-7 times a week – about a fifth. Among the computer programs / games used at home for the development of older preschoolers, those that develop logical thinking turned out to be the most in demand: three quarters of children use them. Approximately half of the children learn programs/games that develop memory, counting and reading skills. The comparison of the children’s intellectual indicators, taking into account the frequency of using a digital device, showed that preschoolers who spend at a tablet/computer 1-2 times a week have a higher level of the development of intellectual abilities than their peers who use this digital device more often.

Conclusion. The peculiarities of the use of a tablet/computer by preschoolers as a component of the family educational microenvironment may determine the variability of the indicators of children’s intellectual development. These features must be taken into account when developing recommendations for parents on the digitalization of the family microenvironment.

Relevance of the article. Modern research confirms a decrease in the age of use of digital devices. By the older preschool age, most children have been using digital devices for several years. The involvement of preschoolers in the media space, the peculiarities of parental mediation of the use of digital devices by children make it necessary to work on the formation of digital competence of preschool children.

Description of the research progress. The article is based on a review of publications from Europe, Australia, America, Japan, Turkey and Indonesia from 2006 to 2021 and empirical data from a study of the features of digital competence of older preschool children conducted and published by the authors in 2021.

The results of the study. Older preschool children are active users of various digital devices, have a good command of the technical skills of using digital devices, but do not have formed ideas about their safe and effective use in everyday life. The main purpose of children’s interaction with digital devices is entertainment. Children can get the experience of using digital devices for their own education and development, which is necessary for the formation of digital competence, in preschool educational organizations. However, at the moment there are no relevant programs available to a wide range of teachers. Digital competence is considered as a person’s willingness to effectively and safely apply digital technologies in various areas of life. Within the framework of the proposed structure and content of digital competence for older preschool children, a description of the program for its formation is presented, an example of a lesson is given.

Conclusion. The concept of digital competence can be applied to the study of issues related to the interaction of older preschool children with the digital environment. The presented results and materials will help teachers in developing strategies for teaching preschoolers safe interaction with the digital environment.

The COVID-19 pandemic has significantly changed the conditions of life and in particular changed the way how adults and children use digital devices. Digitalization plays a big role in the development of preschool children. Therefore, it has become extremely relevant to study how preschoolers use digital devices in the new social conditions. This study aims to examine the use of digital devices before and during the COVID-19 pandemic lockdown period by children aged 6-7. In this study we compared answers to the interview in 2019 and in 2021. The first wave of survey was conducted in 2019 involving 417 children aged 6–7 years. And the second wave with the same interview was conducted in 2021 involving 495 children aged 6–7 years. According to our results, children in 2021 named more options of digital devices usage and those options are more varied comparing to 2019. In addition, children became significantly more likely to say that digital devices could be used for work and learning, and they themselves became more likely to use them for educational purposes. However, many digital practices have remained unchanged over the past two years. For example, children still mostly use digital devices to play games. Among the answers about favorite digital activities in 2021 were more frequent answers not only from the category of entertainment, but also from the category of «psychological tools». In 2021, there are more kids using digital devices every day and fewer using them only on weekends. During the pandemic, children were more likely to use digital devices with parents, siblings, and friends. As a result of this work, recommendations for parents on the optimal use of digital devices by preschoolers were clarified.

Background. In recent years, preschoolers have increasingly become using digital devices, which undoubtedly has an impact on their development, including the development of executive functions. Direct involvement of parents in children’s digital activities can have both positive and negative effects on preschoolers’ executive functions development, as well as on the parental burnout.

Objectives. To investigate the relationship between children’s use of digital devices and their level of executive functions, considering the level of parental burnout and parental involvement in their children’s digital use.

Sample. The study involved 115 children (61.7% boys, 38.3% girls) aged 5–6 years (M = 5.8 years; SD = 3.628). They were all attending preparatory groups in kindergartens in Moscow. Their parents also participated in the study.

Methods. To diagnose the development of executive functions (working memory, inhibition and cognitive flexibility), the NEPSY-II battery (subtests “Sentences Repetition”; “Memory for Designs”; “Inhibition” and “Statue”) (Korkman et al., 2007) and the “Dimensional Change Card Sort” (Zelazo, 2006) technique were used. To study the use of digital devices among preschoolers, we developed a questionnaire for parents that asked about frequency of use and rules regarding digital device use. The Parental Burnout Assessment (Roskam et al., 2018, adapted by Egorova & Starchenkova, 2019) was used to assess parental burnout.

Results. Children who have rules in their family about limiting the time they use digital devices have better visual working memory. Parental burnout does not contribute to any of the links between sharing digital devices with adults and executive functions, or between screen time and executive functions.

Conclusions. It has been shown rules regarding practice of digital device usage correspond to higher level of executive functions of children.