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Background. A number of modern Russian and foreign studies confirm that the time spent in the digital environment is increasing, as is the percentage of preschoolers using digital devices daily. However, data on the benefits and harms of digital technologies for preschoolers remains contradictory. Families can create favourable conditions for their children’s interaction with the digital environment, but they can also increase the risks.

Objectives. This study examines the influence of family factors on the digital practices of preschool children and their link to executive functions development.

Sample. The study involved two groups of respondents: 135 preschool children (average age: 6.21 ± 0.73) attending kindergartens, their parents (n = 135).

Methods. The study of family factors and the specifics of preschoolers’ digital practices was conducted using a semi-structured interview, observation of the child’s interaction with a digital device, and a parent questionnaire. To test the hypothesis about the influence of the studied factors on the child’s cognitive development, an assessment of the children’s executive functions was carried out: working memory was measured using O.M. Razumnikova’s method, while inhibitory control was assessed via E.G. Vergunov’s reflexometric technique. Regression analysis was used to identify statistical relationships.

Results. The study showed that parents’ level of education influences how they moderate their children’s use of digital devices, the purpose for which they use them, the existence of family rules, and their children’s awareness of these rules. It also revealed some differences in motivation for learning to use digital devices. Differences in preschool children’s use of digital devices were also observed depending on whether they had older siblings.

Conclusions. The influence of parents’ education level and the presence of siblings on preschoolers’ digital practices has been established. It has been shown that the existence of family rules for using digital devices is positively associated with the development of working memory.

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.