All articles

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.

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.