Background. Currently, constant video surveillance of children in both private and public preschool institutions has become a normal, everyday phenomenon, and has a significant impact not only on the organization of the daily activities of teaching and support staff of preschool institutions, but also on the processes of socialization, education, and psycho-emotional development of children.
Objective. This article analyzes parental perception and attitudes towards constant video monitoring in private preschools. Additionally, its examines the impact of video monitoring on the daily work of preschool staff and raises questions about the potential long-term effects of constant video monitoring on the development of child’s personality.
Sample. The study involved 185 participants, including parents of preschoolers attending private preschools in Moscow and Tyumen, as well as preschool owners and employees.
Methods. The research used a questionnaire survey and an incomplete-sentence test specifically designed for this study, supplemented by clarifying questions when necessary.
Results. The study sheds light on parental motivation for supporting video monitoring. It also explores how constant video monitoring influences the work of teachers and the relationship between parents and private preschools.
Conclusions. The findings raise critical questions for further exploration: What are the long-term implications of constant video monitoring? Are there hidden negative aspects that parents and teachers should consider? How does the availability of new technological tools reshape relationships and communication between parents and children?