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Background. Modern preschool development is characterized by a shift toward hybrid interaction formats, where media content is becoming a significant factor in the formation of children’s subcultures. Studying the influence of the media environment on free play is essential for addressing socialization issues, developing a child’s personality, and implementing the principles of spiritual and moral education in preschool education.

Objective. To study the influence of media content on play intentions and the methods for implementing them in playful interactions with peers, as well as to highlight sociocultural factors in modeling free play in preschool children.

Sample. Children aged 5-6 and 6-7 years, students in the senior and preparatory groups of the Smart School kindergarten in Moscow (N=18).

Methods. The primary research method was the original experimental game “Magic World in a Sandbox,” accompanied by non-participant observation and video recording. Playful interactions were organized in triads of participants of different genders. A qualitative analysis of video recordings of play sessions was conducted.

Results. The study identified strategies and mechanisms by which media content influences the structure and content of children’s subculture. It was found that popular media characters are used by children primarily to model strategies for defense, security, and threat overcoming. Gender-specific patterns in play behavior were identified: boys tend to engage in fragmented episodes of territorial defense and confrontation, while girls tend to create holistic narratives of care, restoration of well-being, and restriction of play space.

Conclusions. A pronounced transformation of the sociocultural component of child development is observed, including elements of deformation under the influence of marketing technologies interfering with children’s play space. The experimental game “Magic World in the Sandbox” has proven its effectiveness as a tool for assessing the sociocultural specifics of free play in modern preschoolers.

The presence of fears in preschoolers is a common problem any practicing psychologist faces in his or her work. In the present study we sought to determine whether a preschooler’s emotional ill-being reflects on the level of cognitive activities and the development of his social competence. The study involved 81 older age preschoolers from Moscow kindergartens. The average age of the girls is 69.2 months; the average age of the boys is 70.7 months. The analysis of the data obtained found no correlations between the amount of fears and the level of cognitive and social development. The data obtained suggests that the amount of fears as such do not affect the level of cognitive and social development, while increased levels of anxiety interfere with the successful cognitive activity of a child.