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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.

Recent research indicates that risk competence and perception can be improved through the learning environment. The project ’Riscki’ examined how risk perception and risk competence in young children between three and eight years of age can be observed and measured within the classroom and school context. An intensive package of risky-play activities was administered over a three month period to two classes (four- and six-year-olds) and two age-matched classes served as controls. Before and after the intervention period, quantitative and qualitative aspects of risk competence were evaluated in all children by: (1) a change detection paradigm; (2) teacher ratings; and (3) independent observer’s qualitative ratings. The results showed that risk perception and competence in young children can be improved through an intensive offer of risky-play activities at school. Moreover, the risk detection test and observational questionnaires are promising instruments to measure risk competence.