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The article is devoted to the study of modern six-year-old children and their parents’ fears. Despite numerous studies of childhood fears around the world, the question – while important – of the typical fears of today’s preschoolers, as well as the link between these fears and those of parents in their childhood and those of today, remains poorly investigated. Clarification of this issue was the purpose of the study. To identify children’s fears and own fears of parents, a specially designed questionnaire was used. The questions were answered by fathers and mothers of older preschoolers. The types of childhood fears mentioned in the questionnaire were selected based on the results of existing studies and on a trial experiment. The revealed fears were grouped by subject and orientation. The most common fear of modern preschoolers was fear of separation from parents, which is part of the group of relational. Significant differences between boys and girls were found only in the frequency of occurrence of individual fears: fear of strangers (more often among girls), fear of bad dreams and dentists (more often among boys). The coincidence of some fears of children and their mothers allows us to suggest the transferring of fears from the first to the second, which is confirmed by the results of a survey among mothers during psychological consultations. Between the fears of children and their fathers no matches were found. Opposite trends with age fears among mothers and fathers were detected: mothers’ number of fears increases compared to childhood, fathers decreases. At the same time, there are similar fears of preschoolers’ mothers and fathers, such as fears of heights, loss of relatives, death, snakes, and dogs.

This article presents the findings of research aimed at exploring the particularities of preschoolers’ drawing using both traditional (paper, pencils, markers etc.) and electronic (tablets) means. Children of preschool age participated in this project. Both participant observation and expert assessment were used for evaluating the drawing process and the products of the preschoolers’ artistic activity through electronic and traditional means. Melik-Pashaev’s “Skyline” method was used for participant observation. For expert assessment a 5-point scale was used to evaluate the children’s works from the perspective of their aesthetic appeal. The children’s behavior during drawing both on paper and on tablets were evaluated along with their pictures. A quality and quantity analysis of 26 electronically and traditionally drawn pictures by preschoolers was conducted. The data allows us to draw the following conclusion: that while children were equally interested in drawing on paper and on the tablets, the duration of drawing, emotional involvement, and engagement in the drawing process was higher when children drew on paper. Children get more pleasure and satisfaction from drawing on paper than from drawing on tablets. Children’s actions during drawing with tablets look more like experimentation than visual art. The experts’ quantitative assessment of factors like the existence of a subject, level of detail, and compositional perfection show better outcomes for pictures on paper than on tablets.