2025, 2

The relationship between the use of digital devices and executive functions in preschoolers: parental involvement

2025, 2 p. 4-13

344

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.

Keywords: preschool age executive functions working memory cognitive flexibility inhibition digital devices parental mediation

DOI: 10.24412/2782-4519-2025-2128-4-13

Video monitoring in private preschools: obvious benefits and invisible risks

2025, 2 p. 14-29

Vershinskaya A.A. , Burlakova N.S.

364

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?

Keywords: video monitoring video surveillance parents preschool childhood risks in child’s personality development preschool parental competencies

DOI: 10.24412/2782-4519-2025-2128-14-29

Development of dialectical thinking in education

2025, 2 p. 30-39

Krasheninnikov E.E. , Bayanova L.F.

575

Background. The article presented as a discussion brings up the variety of relevant topics on the dialectical thinking formation: “Why is the modern education not interested in developing the dialectical thinking?”; “If based on the dialectical and formal logic, will educ programs be marked with internal inconsistencies?”; “Can psychology define the operational structure of dialectical thinking as well as in the theory of formal-logical thinking?” The discussion emphasises that digitization calls for new didactic methods to build a mind able to find flexible solutions in contradictory situations.

Objective. The discussion advocate for using both the dialectical and formal logic in the modern education.

Results. The discussion explores the highlights of N. E. Veraksa dialectical thinking concept. The discussion also demonstrates the operational structure presented by the dialectical mental actions of unification, transformation, reversal or change of alternative. The article considers the preferable age to start training dialectical thinking in a child: despite Jean Piaget’s thesis that a preschool child’s mind is insensitive to contradictions, the study recommends to start teaching children to solve contradictory situations at an early age. The article analyses the opportunities and prospects of implementing dialectical thinking concepts in the modern education.

Conclusions. The main conclusion of the article is that digitization of childhood featuring information-dense social situations of development encourages the psychological science to come up with methods of developing thinking in new cultural environment. One of such children’s cognitive development methods is dialectical thinking in solving contradictory problems.

Keywords: dialectical thinking preschooler contradiction Socratic method

DOI: 10.24412/2782-4519-2025-2128-30-39

Educator in a modern kindergarten: analysis of perception and demands of parents

2025, 2 p. 40-55

Pisarenko I.A. , Khrustaleva E.S.

520

Background. Modern parents form the public opinion about a preschool educational organization and about each preschool teacher. However, very often the influence of parents on the reputation of a kindergarten is underestimated, which leads to unfavorable consequences for the kindergarten. In this regard, it is extremely important to know how preschool teachers look like to parents, the requirements and requests of parents in order to maintain the competitiveness of the kindergarten.

Objectives. The aim of the study is to identify current problems in the interaction between parents and preschool teachers, to analyze the attitude of modern parents towards preschool teachers, and to develop recommendations for optimizing cooperation between participants in the educational process.

Sample. The study involved 210 respondents — parents of different ages and genders from different regions of Russia, whose children attend preschool educational institutions aged from 2 months to 7 years.

Methods. The following methods are used in the study: a scientific and theoretical analysis of publications on the research problem, a questionnaire conducted with the help of an outsourcing company, generalization and systematization of the obtained data, content analysis of the content of parents’ statements about the professional activities of preschool teachers.

Results. 177 statements by parents about the professional activities of kindergarten teachers were analyzed according to the following parameters: attitude towards parents, attitude towards children, attitude towards professional development. Based on the parents’ opinions the current problems in the interaction between parents and preschool teachers were identified: lack or insufficient information for parents, lack or insufficient number of joint events for children-adult communities, inability of preschool teachers to interact with different categories of families. 144 statements of modern parents about their own attitude towards preschool teachers were also analyzed in the study. It was found that parents often have a biased attitude towards preschool teachers and make unreasonably high demands on preschool teachers.

Conclusions. The study allowed to identify the main problems in the interaction of parents and preschool teachers, positive trends in modern preschool education, and also to record the unfriendly attitude of modern parents to preschool teachers. The results obtained indicate the need for careful preparation of prospective preschool teachers for cooperation with parents.

Keywords: interaction between parents and preschool teachers interaction between preschool teachers and children professional competencies of preschool teachers professional development of preschool teachers professional training of prospective preschool teache

DOI: 10.24412/2782-4519-2025-2128-40-55

Analysis of a pedagogical text in the context of developing critical thinking of a student teacher

2025, 2 p. 56-70

Rimashevskaya L.S.

413

Background. Relevance of the problem of developing critical thinking in modern education is due to the need to prepare a person who is able to adapt to the conditions of a rapidly changing world and work effectively with a large information flow. Critical thinking is a key skill that allows you to achieve such educational results as the ability to analyze information, make independent judgments, solve problems, collaborate, and build constructive relationships.

Objective. To carry out a theoretical analysis of the problem in order to study the already identified possibilities of using pedagogical text analysis to develop critical thinking of a student-teacher. To determine the features of using pedagogical texts to develop critical thinking of student-teachers in the practice of teaching psychological and pedagogical disciplines at a university.

Methods. A questionnaire was conducted during the work. The percentage ratio method and content analysis were used to process the questionnaires.

Sample. 156 people participated in the study: 2nd-3rd year bachelor’s students in the fields of Psychology of Education, Psychological and Pedagogical Education; 1–2 years of the Master’s degree program “Methodological Support in Preschool Education” of the Institute of Childhood, the program “Development of Personal Potential in Education” of the Institute of Psychology of the Herzen University of St. Petersburg.

Results. The analysis of a number of scientific studies has shown that in adults, spontaneous formation of critical thinking and cognitive flexibility practically does not occur even in the process of accumulating professional experience. To develop these qualities, it is necessary to purposefully use special methods and techniques that contribute to the formation of students’ skills of reflection, critical analysis of situations, comparison of different points of view, as well as the ability to perceive and evaluate the surrounding reality from different positions, going beyond their own experience. The conducted study revealed a deficit in the use of pedagogical texts aimed at developing critical thinking in student teachers, as well as the limited number of tasks that contribute to its formation within the framework of mastering psychological and pedagogical disciplines in a pedagogical university. This indicates the need to enrich the programs of psychological and pedagogical disciplines with a larger number or variants of tasks that will effectively develop critical thinking in future teachers.

Conclusions. The higher education system is designed to develop critical thinking, guide student-teachers to master creative ways of solving life problems, self-education and self-development. In order to form critical thinking in students of higher educational institutions when studying various disciplines, it is necessary to systematically use pedagogical texts that present various author’s versions of traditional truths, professional attitudes and values.

Keywords: pedagogical text structure of analysis of pedagogical text critical thinking conditions for development of critical thinking

DOI: 10.24412/2782-4519-2025-2128-56-70

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