Archive of materials of the forum "Child in the digital world"

The Work of Grief: Practices of Grieving in the village tradition

Golubeva L. Non-profit Organization “The Propp Centre: Humanitarian Studies in the Sphere of Traditional Culture” (Russia)

Video

The expression of emotions (including grief) differs from culture to culture and depends on the historical context. The life-world defines the grieving practices, and the social system regulates them.

Child death is a taboo topic for urban discourse. However, during folklore and anthropological expeditions in the Russian North, we noticed that women were ready to talk about it and shared their personal experience of bereavement of their children (or their siblings).

The focus of our attention is on the practice of grieving in the village community. Materials for the analysis are the records from the open electronic archive "Russian Everyday Life", which were made on the territories of the Arkhangelsk and Vologda regions from 1980 to 2021 inclusive.

Past Traumatic Life Events and Postpartum (PTSD)

Suarez A., Anikeeva M., Yureva M., Yakupova M. (Russia)

Video Presentation

Kargol I. Association of Cognitive Behavioral Psychotherapy (ACBP) (Russia)

Video Presentation

Petrochenko I. Federal State Autonomous Educational Institution of Higher Education «National Research Tomsk State University» (Russia)

Video Presentation

Adolescence is one of the critical stages in man’s personal development, therefore this age group is more susceptible to stress because of the low ability to cope with challenging circumstances. The main purpose of coping behaviour is to restore the emotional balance and the relationship between the individual and the environment, as well as to reduce the associated psychological discomfort. The aim of the study is to explore and describe the features of coping behaviour in adolescents with differing levels of Internet addiction.
The research sample comprised 75 persons aged from 14 to 16. The authors used testing methods to study coping behavior and Internet addiction, as well as methods mathematical statistics.
The following results were obtained in the course of the research:
First, “Confrontation”, “Distancing” and “Escape – Avoidance” strategies proved to positively correlate with the level of Internet addiction.
Second, adolescents with no Internet addiction tend to use for the most part relatively adaptive cognitive and behavioural coping strategies as well as adaptive emotional coping strategies. Adolescents with obvious passion for Internet and tendency towards addiction most often use relatively adaptive cognitive and behavioural coping strategies as well as adaptive emotional coping strategies. Meanwhile adolescents with actual addiction also use relative adaptive cognitive and behavioural coping strategies, though accompanied by maladaptive emotional coping strategies.
Thus, the increasing level of Internet addiction correlates with the growing frequency of non-adaptive coping strategies. Adolescents’ withdrawal to virtual space as one of the ways to cope with stressful situation affects their emotional level to a great extent. The consideration of peculiarities of adolescents’ coping behaviour will make it possible to individualise psychological prevention programmes and those aimed at correction of Internet addiction.

Keywords: Coping behaviour, coping strategy, Internet addiction, adolescence, crisis period

The relationship of personality traits and models of coping behavior of adolescents in a situation of uncertainty in the digital space

Kara Zh., Kruteleva L. Southern Federal University (Russia)

Video Presentation

Today the child is included in the digital space almost from the very birth: the variety of gadgets, the easy accessibility of the internet and other means of mass communication switch the child’s consciousness from the real to the virtual world. And in this case, the digital space is the basis for forming a child’s mental processes, ethnic and cultural identity, mediating his/her life. And adolescence is of particular importance for developing the individual, forming his/her sense-value sphere, working-out behavior patterns.
The goal of the research is to study personality traits and models of coping behavior of adolescents in a situation of uncertainty in the digital space.
The sample involved 29 adolescents aged 13-14 (Group 1) and 28 adolescents aged 16-17 (Group 2) who spend 3 and more hours a day on the Internet.
The empirical study included testing (“Individual Typological Children’s Questionnaire” (L.N. Sobchik); “Strategic Approach to Coping Scale” (S.E. Hobfoll adapted by N.E. Vodopyanova, E.S. Starchenkova)) and statistical data processing.
Results of the research: adolescents of group 1 tend to emphasize their problems (p=0.001) and use the passive model of coping behavior “Cautious action” (p=0.04). They have got positive (“Aggravation”-“Aggressive action”, “Aggressiveness”-“Antisocial action”, “Emotiveness”-“Social Joining”, “Emotiveness”-“Instinctive Action”, “Sensitivity”-“Seeking Social Support”) and negative (“Sensitivity”-“Assertive Action”) correlations (p=0.05). Group 2 has got positive correlations (p=0.05): “Aggravation”-“Assertive Action”, “Aggravation”-“Aggressive action”, “Anxiety”-“Social Joining”.
Conclusion: Adolescents aged 13-14 tend to exaggerate the intensity of their state, any events are of great importance for them. They differ by increased levels of anxiety and aggressiveness. They use such models of coping behavior as “Cautious action”, “Aggressive action” and “Social Joining”.
Adolescents (16-17), being immersed in the virtual space, which shows as rigidity, introversion, and sensitivity, are aimed at social interaction and use “Cautious action”, “Seeking Social Support” and “Social Joining”.

Keywords: adolescents, personality traits, coping behavior, digital space, uncertainty

Wendy Rodríguez Murguia

Casañas Oliva Paulina Marlen. University of Pinar del Rio (Cuba)

Video Presentation

In nowadays society ,the importance of knowing who we are, where we go is essential to face the globalisation. It is in the teaching learning process where professors can contribute to the formation of values, beliefs, customs which are part of the cultural identity that allows self recognition and recognizing the cultural diversity of the world we live in.The cultural identiy is seeing as a social necesity that goes beyond the educacional process and the formation of profesional. According to these basis the investigation is focused on the management of the process of formation of the Caribbean cultural identity in the students from the the Englih Language career. To carry out this investigation several methods were applied,among them, the analysis.- sinthesis, the induction- deduction,observation, interview to get to know the core of the management of formation of the Caribbean cultural identity and the current state of the variable.The investigation in progress favors the correct management of the Caribbean cultural identity having into account the four dimension of educative management : institucional, administratve, pedagogical and extensionist in the four components of the process of formation. As a result of this investigation in the strategy of the career has been incorporated the content of Caribbean cultural identity as well as in the academic year.
Puting into practice a correct management of the Caribbean cultural identity allows a high quality education, supports the students with a solid identity to face the digital era and the globalisation.

Keywords: Cultural identity, process of formation, interculturality

"United in Problem Solving". Gamification experiences in the René Fraga school.

Gómez Rodríguez C., National Psychological Selection Department (Cuba)

Video Presentation

The education of our days faces an important challenge in the enrichment of the teachingeducational process, how to transmit the contents in a fun way that generates interest and motivates the students. This method called "gamification" is another way of educating,works with the potential of students and makes the appropriation of learning an active process where the subject is the protagonist. The present study is aimed at exploring the effect of the gamification method in the implementation of an educational program to develop the ability to pose and solve problems, to 6th grade children of the René Fraga Primary School. It is a qualitative study, of an exploratory nature, since the existence of investigations that inquire into the subject from this perspective is unknown. We have as results that in spite of not having achieved a total assimilation of the skill, the Gamification method motivated the students to work as a team and contributed to obtain better results. From the application of this method, there was a progressive increase in the quality of responses and a development of some of the Skill indicators. Generated a positive impact in the implementation of the Educational Program.

Keywords: Gamification, teamwork, to pose and solve problems.

A teenager's predisposition to a bullying role: the relationship with self-attitude and personality traits

Sheveleva A. Southern Federal University (Russia)

Presentation

Introduction: Bullying is especially common in the teenage environment, in the real world, and in the digital one. In a bullying situation, victims are not only sufferers, but also other role positions – initiators and their accomplices, defenders of victims and even unwitting observers. Research aim is interrelation of predispositions to bullying roles with personal traits and self-attitudes revealing. Methods and sample group: Empirical techniques “Bullyinf-roles structure research technique” (Norkina E.G.), “Bid Five” (Costa P.T., McCrae R.R.), “Self-attitude research technique” (Pantileyev R.S.), statistics methods. Sample – 104 school-students (9 grade). Results: Most of tested teenagers tend to the role of "Defender", the second –"Initiator", the third – potential “Victims”. The least – "Accomplices" and "Observers". The potential "Initiators" are people with high level of extraversion and self-attachment, and low level of neuroticism. The potential "Defender" role correlates with the increasing conscientiousness and agreeableness. The tendency to be a "Victim" combines with increasing neuroticism, self-accusations, intrinsic conflictness. The potential "Observer" role correlates with degreasing self-attachment. The interrelations of the studied indicators with the “Accomplice” role were not revealed. Conclusion: The discovered interrelations of the studied indicators allow us to determine the characteristics that can become a risk factor for being in a particular role in a bullying situation.

Keywords: bullying, teenagers, school students, personal traits, self-attitude

Adolescer 2022: Reflections and good practices for the digital socialization of Cuban infants and adolescents

Pelier Alvarez I. FLACSO, University of Havana (Cuba)
Carrete Betancourt G.L. MININT (Cuba)
González Fuentes M. University of Havana (Cuba)

Video Presentation

Escaramujo es un proyecto educomunicativo cubano que, durante 13 años, ha contribuido al desarrollo psicosocial de infantes y adolescentes en situación de vulnerabilidad, potenciando su bienestar integral y protección. Para ello, asume las metodologías de la Educación Popular y trabaja con el concepto “educomunicación popular”. Los principales resultados se evidencian en ejercicios académicos de pregrado y posgrado, publicaciones y desde la participación de sus miembros en actividades de divulgación científica. En el 2015, el proyecto concibe el evento “Adolescer”, como un espacio anual para compartir estos resultados, gestionado por profesionales y estudiantes de las ciencias sociales que, desde diferentes universidades cubanas integran Escaramujo. La VIII edición enfatizó en los resultados vinculados a la socialización de estos grupos desde los entornos virtuales y, a raíz de la experiencia y apoyados por UNICEF, se publicó un libro que sintetiza debates, reflexiones y resultados de expertos, que, desde tres paneles, una feria de experiencias y la presentación de libros afines a la temática ofrecieron un panorama de lo que acontece -al respecto- en la sociedad cubana actual. Estos intercambios develaron la necesidad de acompañar y educar a infantes y adolescentes, para lograr una socialización digital cada vez más efectiva y segura.

Keywords: Escaramujo, Adolescer, digital socialization, Cuba.

Association of Smartphone Addiction with Depression and Anxiety in Sri Lankan Young Adults

Gunathillake N., University of Colombo (Sri Lanka)
Hettigoda K., University of Peradeniya (Sri Lanka)

Video Presentation

Smartphone addiction is a growing concern in modern technophilic society. The main objective of the present study was to explore the association of smartphone addiction with depression and anxiety in Sri Lankan young adults. The specific objective of the study was to translate the Smartphone Addiction Scale – Short Version (Kown et al, 2013b) into Sinhala and do a partial validation to adapt it in the Sri Lankan context. The study adopted a cross-sectional, non-experimental, and quantitative research design. The study sample consisted of 786 Sri Lankan young adults between the ages of 18 and 25 years who were active smartphone users. Data were collected exclusively online and the participants were recruited through convenience and snowball sampling techniques. The 10-item SAS-SV was used to assess smartphone addiction in the sample. The depression and anxiety subscales of DASS-21 (Lovibond & Lovibond, 1995) were used to assess depression and anxiety of participants. A systematic and standard procedure was followed to translate the SAS-SV in to Sinhala and the content and consensual validity of the scale were established using the Delphi process. The translated SAS-SV Sinhala version demonstrated high internal consistency reliability of Cronbach’s alpha .87. Pearson correlation coefficient was computed to assess the strength and direction of the linear relationship between smartphone addiction, depression, and anxiety. A multiple linear regression analysis was conducted to determine the proportion of variance in smartphone addiction that could be explained by depression and anxiety. The results of the correlation analysis indicated that depression and anxiety were significantly and positively correlated to smartphone addiction. The results of the multiple regression analysis indicated that depression and anxiety significantly predicted smartphone addiction. The findings of the present study emphasize the importance of addressing the underlying psychological issues of young adults and encouraging them to productively use their smartphones.

Keywords: Smartphone, addiction, depression, anxiety, young adults

Awakening interest in science through the "Game of Life"

Andreev A., Nilov A., Zager M. Financial University under the Government of the Russian Federation (Russia)

Video Presentation

Modernization of the education system, due to increased requirements for the quality of education and orientation to the personality of students, required scientists and teachers to develop new learning technologies. Due to the development of digitalization, Excel and other programs are becoming increasingly popular and accessible, including among children. The game "Life" will be an example of how the game can contribute to the development of intelligence and interest in science and education.
The purpose of the study is to consider the game as a factor contributing to the development of a child's interest in science.
The following methods were used in the course of the study: system-information analysis, comparison of statistical data, analysis and specification of the collected information.
The main results of the study are an increase in interest in mathematics and natural sciences, an improvement in concentration on the object under study, the development of perseverance and attentiveness.
After conducting the study, the following conclusions can be drawn. Firstly, digitalization contributes to the socialization of the child in the digital world, helps him to understand the features of computer programs and programming. Secondly, the use of digital forms in teaching instills in the child an interest in science. Thirdly, the introduction of various digital forms can provide a child with useful leisure. Fourth, digital methods expand the child's competence in the field of information technology. Thus, digital games contribute to the development of a mathematical mindset and spatial thinking, as well as increase the speed of decision-making.

Keywords: Game of Life; Excel; science; children; digitalization; awakening; computers

Catalog/repository of quality audiovisuals for early childhood

Ríos Leonard I., Central Institute of Pedagogical Sciences (Cuba)
Cano Pérez A., Center for the Improvement of Higher Education of the University of Havana (Cuba)
Ponce Legrá U., Ministry of Education (Cuba)

Video Presentation

The design of the project Fostering an audiovisual culture for early childhood children and families, through the use of multiple screens, was structured with the help of the definition of tasks and specific objectives linked to each other, so that the achievement of each one of them them, can lead to the achievement of the final goal. The referential theoretical framework of the aforementioned research project, approved by the scientific community formed in the Central Institute of Pedagogical Sciences of Cuba (ICCP) and formally represented in its Scientific Council, fulfilled the essential function of supporting the research process and of course, to the organization of actions. That is why, from the adequate interrelation, interpretation and contextualization, of the two great theoretical nuclei assumed (related to the conceptions of early childhood and its development and with an audiovisual culture), synthesized in the national context from the activity of the Center of Latin American Reference for Preschool Education (CELEP) and the Cuban Institute of Cultural Research Juan Marinello, emerge the main decisions that are made and the proposals that are made. From these essential pillars, the result that is presented was built and whose general objective is to prepare a catalog of quality materials, with the potential to contribute to audiovisual consumption for early childhood development. In order to fulfill the proposed objective, more than 500 audiovisuals of all origins, extensions, genres and formats were observed. For their selection, it was taken into consideration as inclusion criteria, that they were aimed at the first ages and that they were quality materials. The focus of the study carried out is fundamentally qualitative, in which the theoretical, analytical-synthetic, inductive-deductive and systematization methods of scientific research are privileged.

Keywords: Catalog, repository, quality audiovisuals, early childhood

Characterization of audiovisual consumption for early childhood development. A look from Cuba.

Cano Pérez A., Study Center for the Improvement of Higher Education of the University of Havana (Cuba)

Video Presentation

There are many national and international investigations that recognize the important role that audiovisuals play in the development of the human being, as well as the need for the consumption activity to be mediated, guided by others. However, few are those that provide a look at audiovisual consumption from early childhood, but fewer are those that do so with a potentializing vision of development. In a general sense, the exclusion of early childhood is not surprising, since this behavior is similar in other spheres of action or areas of study, in which the first years of the life of girls and boys (in addition, those of greater significance for its current and future development), are subsumed or made invisible, in a more encompassing denomination such as childhood, which, by including them, also generalizes them, depriving them of the consideration of particularities and peculiarities, which make them not only specific but also different. The exposed, constitute reasons to locate the Cuban child of early childhood in the center of the investigations and to reveal the particularities that audiovisual consumption acquires from the dimensions; conception of child development, determination of audiovisual content, exercise of mediation, management of audiovisual content and carrier devices, as well as sociocultural context, its components and indicators. Which transcends the practices and consumption habits traditionally studied in other age groups. Being able to identify characteristic features of this process in the specific context of Cuba not only constitutes a valuable contribution of the social sciences for the development of more accurate public policies, but also aims to contribute to the improvement of early childhood education that is developed. Likewise, it opens a way to settle debts from the sciences with an age period that decisively marks the future life of individuals, society and the nation. The focus of the study carried out is fundamentally qualitative, in which the theoretical, analytical-synthetic, inductive-deductive and systematization methods of scientific research are privileged.

Keywords: Characterization, audiovisual consumption, early childhood development, Cuba

Childhood from childhood. Metaphors in the narratives of girls and boys from a protection boarding school in Medellín. Colombia

Díaz Cortes Y. (Colombia)

Video Presentation

Este avance de investigación, será cualitativo de enfoque hermenéutico con metodología narrativa. Esta es entendida a partir de los nuevos estudios sociales sobre la infancia, donde hablar hoy día de infancia, implica por lo tanto una reconfiguración social, cultural e histórica, que atraviesa el lenguaje, nuevos escenarios y nuevas formas de mirar el mundo. Mucho se ha dicho con respecto a las concepciones de infancia respecto a la relación con la escuela, el aprendizaje y la educación, dadas desde las voces de los docentes, profesionales y adultos, las cuales se han encargado de darle sentido a esas formas de construir desde el discurso, y de visibilizar lo que años atrás ni siquiera portaba un nombre, por ende, es pertinente en este trabajo, hablar de infancias institucionalizadas, es decir, bajo protección del Estado, desde la voz misma de los niños y niñas, partiendo de que hay otras infancias que no cuentan con la cotidianidad de estar en una familia tradicional. El objetivo es comprender las metáforas acerca de las concepciones que construyen los niños y niñas, respecto a su propia experiencia como infantes y que se encuentran en un internado de protección en el Instituto Colombiano de Bienestar Familiar (ICBF), con el fin de visibilizar otras voces de infancia y otros escenarios diferentes a los tradicionales. Se ahondará en las metáforas del discurso de niños y niñas institucionalizados en un internado de protección, teniendo en cuenta que la mayoría de los discursos y conceptos son entendidos parcialmente en términos de otros, y que aquí toman relevancia debido a lo disruptivo y diferencial que existe en las otras formas de poder nombrar desde lo simbólico, y dando cuenta de la complejidad de la experiencia infantil mediante el uso de las metáforas, facilitando así el acercamiento a un lenguaje subjetivo y reconfigurado de los nuevos.

Keywords: Conceptions of childhood, metaphors in the discourse, Colombian Institute of Family Welfare, boys, girls, institutionalization, protection

Children's addiction on the digital world, reasons and possible solutions.

Konoshenko K., The Committee on Education and Science of the Public Organization “The Sovereign Course” (Russia)

Video Presentation

9% of children and young people all over the world are officially diagnosed with addiction. To identify the reasons of the children's gadgets addiction This research was conducted as part of the educational activities of the Family, Women, and Children Affairs Committee and the Committee on Education and Science of the public organization “The sovereign course” with participation of teachers and psychologists: Frolova O.S., Fakhrieva O.N., Konoshenko K.N. The research, surveys and interviews were conducted with 30 groups: students of a general education school aged from 12 to 14 and their families (parents, siblings and immediate family members). In a secondary school, an observation was made among 5th and 8th grades for 3 months in order to identify adolescents' dependence on the phones. Based on the results of all types of research, the problem of addiction to gadgets and its reasons were identified, and steps to overcome this addiction were developed. Parents’ awareness of the illusory perception of the reasons for children's gadget addiction and the ways how to solve this problem. The necessity to show to a child a cause-and-effect relationship of the gadget addiction and the idea that it’s his or her growth point which is important to let him or her live a real life. The lack of quality relationships in families has led to smartphones teenagers’ addiction 1. if a family realizes their goals, traditions and there are healthy relationships between parents and good quality time together, children do not go into gadgets 2. Children’s Gadget addiction is formed by parents: - focus on their career, - stop giving necessary attention to their children How parents should treat their children's addiction to gadgets. 1. to support the interests of the kids, to help them find answers to any questions. 2. to take into account the child's individuality, strengths.

Keywords: Reasons for teenager’s smartphone addiction

Cognitive predictors of cyberbullying

Vikhman A. Perm State Humanitarian Pedagogical University (Russia)

Presentation

The Internet has become not only an important technology for leisure and work, but also a self-sufficient and complete “habitat” for people. It is important to study the individual causes and environmental conditions of the problematic use of the Internet, to build on the empirical data obtained, ways to prevent negative phenomena in the personal and communicative life of children. In the psychological literature, personal predictors of cyberbullying are well studied, which have much in common with predictors of conventional aggressive behavior and traditional bullying. Deficiencies in moral development, low conscientiousness and goodwill, emotional instability and low social intelligence are the main markers of both bullying and cyberbullying. Cognitive predictors of cyberbullying are not well understood, fragmented and limited. At the same time, various researchers note the strong influence of Internet technologies on various cognitive abilities of users. The purpose of this study is to summarize the results of several correlation studies of the cognitive bases of cyberbullying in adolescents (n=105) and students (n=199). Two studies tested hypotheses about the relationship of cyberbullying with different types of intelligence, critical thinking, cognitive reflection, as well as a tendency to certain cognitive distortions, such as the frame effect, failure to take into account the basic probability of an event, naive epistemology, confirmation bias and sunk costs. As a result, statistically significant relationships were found between the tendency to cyberbullying in different roles (offender and victim), on the one hand, with reduced emotional intelligence and critical thinking, on the other hand. In addition, cyber-offenders had a poorer estimate of the base probability of an event and acted irrationally when analyzing sunk costs. In general, these studies demonstrate the promise of studying cognitive predictors of cyber-aggressive behavior, which are both intellectual and irrational in nature.

Keywords: Cyberbullying, intelligence, critical thinking, rationality

Cultural Congruence and Divergent Thinking in 13–16-Year-Old Teenagers

Ganieva A., Kazan (Volga region) Federal University (Russia)

Video Presentation

Relevance of the study: The study of cultural congruence in creative teenagers presents a significant challenge due to the conflicting demands of cultural norms and the necessary conditions for fostering creativity. These conditions are crucial for the social development and personality formation of teenagers. Despite the importance of this issue, there is a lack of research examining the complex relationship between contrasting psychological traits in adolescents, such as cultural congruence and creativity. Research objective: an analysis of the correlation between cultural congruence and divergent thinking in younger and older teenagers, and assessing the extent to which divergent thinking affects cultural congruence in a normative setting. Methods and sampling: The study involved 272 teenagers aged 13-16 (M=14.28) and was conducted during a year between March 2021 and March 2022 at multi-profile lyceums in Kazan, Russia. The study used reliable, adapted, and valid methods, the methodology of L.F. Bayanova and O.G. Minyaev "Determining the Level of Cultural Congruence for Adolescents," H. Zivert’s questionnaire "Determining Creative Abilities", F. Williams' "Test of Personality Creative Characteristics," N.A. Baturin and E.L. Soldatova's "Diagnosis of Divergent Thinking," A.V. Zverkov and E.V. Eidman's questionnaire "Study of Willful Self-Regulation", and V.I. Morosanova's questionnaire "Style of Behavior Self-Regulation". Key findings: The study found that younger adolescents show more cultural primitivity and highly developed divergent thinking compared to older teenagers. A variance analysis established the influence of divergent thinking on the cultural congruence of teenagers. Conclusion: These results are of practical significance and can be used as the basis for developmental programs when working with teenagers.

Keywords: adolescent, cultural congruence, creativity, divergent thinking, normative situation

Current directions of digital transformation of education: prospects and new opportunities for the development of traditional education.

Yamaleeva F., Federal State Budgetary Educational Institution of Higher Education Naberezhnye Chelny State Pedagogical University (Russia)

Video Presentation

The relevance of the development of the direction of digital transformation of education: prospects and new opportunities for the development of traditional education, designed to provide assistance and scientific and methodological support to subjects of education when introducing various kinds of innovations. The article shows the features of the functioning of regional methodological services, the main problems and prospects of development in digital transformation in education. The methodological foundations of the research were general scientific approaches: systemic, socio-logical, activity–based and modern methodologies: ecosystem, cluster, metacompetent approaches. Methodological principles that define the requirements for methodological support of teachers, for working with children in the world of digitalization, such as systematic measures to support all subjects of education; orientation to the end result, voluntary, accessibility, are highlighted. One of the leading principles is openness and targeting, as they make it possible to attract leaders of the educated

Keywords: Keywords: digital transformation, teachers, the modern world, education, new opportunities, pedagogical activity.

Current threats to the information security of children on the Internet: problems and solutions

Grishchenko G. Kutafin Moscow State Law University (MSAL) (Russia)

Video Presentation

Relevance. In the modern digital world, children are the most vulnerable audience in terms of consumed content, since their cognitive abilities and critical thinking skills are only in the formative stage. Ensuring information security in this category is an important task of the family, society and the state as a whole, whose policy should be aimed at eliminating (minimizing) threats to the spread of negative content on the Internet. Goal. The study of the theory and practice of ensuring the information security of children on the Internet for the creation of effective mechanisms to prevent the spread of destructive information. Methodology. The work is based on a variety of modern methods of cognition developed by science and tested by practice, including the comparative method, the system method, methods of analysis and synthesis. The main results. Based on a comprehensive analysis, the author concludes that it is necessary to develop a special legislative strategy to ensure the information security of children on the Internet, which should be based on the study and application of international experience and best foreign practices. In this strategy, it is necessary to unify the conceptual apparatus within the framework of the topic under consideration, to determine the features of the dissemination of information on the Internet, aimed at a children's audience, to form new compositions of offenses that can lead to the spread of destructive content on the Internet. Conclusion. The conducted research develops theoretical and practice-oriented provisions of information law and related branches of law on the issues of minimizing threats to the information security of children on the Internet in conditions of universal digitalization.

Keywords: Digitalization, destructive communication, illegal content, information security, children's privacy, secure Internet

DIDACTICS AND PEDAGOGICAL ANTHROPOLOGY OF DIGITAL EDUCATIONAL ENVIRONMENTS

Agatova O. Russian Academy of Education (Russia)

Video Presentation

In the context of the implementation of the federal experiment on the development of digital educational environments (Decree Government of Russia N 2040), the issues of fundamental and applied developments in pedagogical anthropology and didactics of digital educational environments are being updated. The aim of the study was to analyze the digital educational environments created in the regions participating in the federal experiment.
Research methods and sampling: teachers and heads of educational organizations from among the regions included in the federal experiment on the introduction of digital educational environments (Order Ministry of Education of Russia N461) took part in the study. Teachers and leaders were participants in the monthly interregional webinar of the Russian Academy of Education "Digital Educational Environment for Human Development". The participants of the webinar were offered a structured interview method, which included 20 questions to assess the elements of the digital educational environment, its opportunities for human development, individualization of education, self-determination in terms of choice, the possibilities of analyzing and reflecting on personal educational results, the possibilities of productive interaction between participants in educational relations.
As a result, a structural and functional analysis of digital educational environments in 16 regions is presented. Essential changes in the practice of pedagogical activity, ways of organizing the educational process, ways of organizing the cognitive activity of students, ways of constructing the interaction of participants in educational relations are revealed.
The results are significant for the development of the methodology of modern didactics, for the development of the theory and practice of expertise in education - the assessment of the developing functionality of digital educational environments.
Conclusion: to evaluate digital educational environments, a methodology for evaluating the developmental functionality of digital educational environments is needed, the model of which has been developed frontier and is currently being tested.

Keywords: digital educational environment, didactics, pedagogical anthropology, digital didactic tools, digital educational environment standard, expertise in education, interdisciplinary approach.

Digital Native: The Interaction of Digital Technologies with the Development of Cognitive and Communication Processes

Tokarchuk Yu., Tokarchuk A., Kalinina G., MSUPE (Russia)

Video Presentation

Digital technologies are integrated into all spheres of life, mediating the processes of socialization at various stages of development of childhood and adolescence. In this regard, the study of the relationship of digital technologies with the development of cognitive and communicative processes of adolescents and young adults as their most active users is an urgent scientific problem. To achieve this goal, an overview of empirical research on the interaction of digital technologies with the development of cognitive and communication processes of adolescents and young adults was carried out. The studies are considered in blocks in accordance with the three types of children’s activity, such as leisure, communicative and educational activity – taking the impact of digital technologies into account. Contradictory empirical data are explained by the many limitations that exist for the organization of this type of research. They also do not allow to identify clear causal relationships between the use of digital technologies by adolescents and young adults and the development of their cognitive and communication skills. Digitalization qualitatively changes development of cognitive and communication processes of adolescents and young adults. Therefore, the assessment of the patterns of relationships between the nature of the cognitive and communicative development of children and the effectiveness of the use of digital tools should be carried out in a comprehensive manner based on an evidence-based approach. The study of this direction will allow not only to determine the individual psychological characteristics of modern users of the digital environment, but also in the future to outline strategies for realizing the cognitive and communicative potential of adolescents and young adults through the productive use of digital resources by them.

Keywords: digital technologies, adolescents, young adults, communication skills, сognition, digital native

Digital socialization of preschoolers in the mixing of online and offline worlds

Salmanova S., Tvardovskaya A. Federal State Autonomous Educational Institution of Higher Education “Kazan (Volga Region) Federal University, Institute of Psychology and Education” (Russia)

Video Presentation

Relevance of the study. Digital socialization of preschool children in the mixing of online and offline worlds is relevant in light of the rapidly growing digitalization of society and the inclusion of preschool children in the digital environment. Today's world is changing at a tremendous rate, and it is important to understand how these changes will affect children's development. The mixing of online and offline worlds has become a part of today's children's lives, and it causes the need to adapt to the new environment. Purpose of the study: to examine the digital socialization of preschool children in the mixing of the real and virtual worlds. The sample included 40 people: 20 - children 6-7 years old, 20 - parents. Research methods: conversation with children, interview with parents, analysis of the results. Main results: The results of the survey of parents showed that 75% allow their child to use digital devices and do not monitor what platforms they sit on, 20% of parents use digital platforms as a learning aspect in interaction with other people. 5% of parents do not see the pluses of using digital technology in the socialization of the child. The results of the conversation with children revealed that more than half (60%) replace communication in real life with virtual, 25% - communicate in real and virtual world, and 15% - communicate exclusively in life. Conclusion. The results showed that digital socialization can have both positive and negative effects on the development of preschoolers' social communication skills. Digital environments can promote socialization but can also lead to less time spent on more meaningful types of communication. Digital technology can affect children's social skills development and needs more research to determine how its use can be optimized for children's full socialization and development.

Keywords: socialization, digital socialization, preschool children, real world, virtual world.

Digitalization at the Service of Psychodiagnostics: Modern Opportunities in Intelligence Testing

Kanonire T., Orel E., Logvinenko T., HSE University (Russia)

Video Presentation

4 authors + Alena Kulikova, Assistant professor, HSE University, Moscow, aponomareva@hse.ru The assessment of intellectual development in children and adolescents is an essential component of psychodiagnostics, facilitating an understanding of the nature of learning difficulties. Intelligence tests have a history that spans more than a century, and even contemporary versions of widely used intelligence tests (such as the Wechsler or Stanford-Binet tests) are limited by the influence of their traditional paper-based formats. Nevertheless, the advent of computational capabilities and the digitalization of tests have led psychometrics to experience substantial development, opening new possibilities for assessment. The complete application of modern psychometrics holds the promise of revolutionizing the measurement of intelligence. Present-day psychometrics is deeply entwined with computational behavioral sciences, going beyond outdated principles in the development of psychological tests. Methodological approaches currently exist that notably enhance the accuracy, reliability, and equity of measurement instruments. Furthermore, the accumulation of supplementary validity evidence, simplification of result interpretation, and practical implementation far exceed conventional psychodiagnostic approaches. This presentation will show the potentialities presented by modern psychometrics, including the utilization of innovative task formats such as technology-enhanced items, the integration of universal design principles in test development, the adoption of computerized adaptive testing (CAT) and multistage testing (MST) methodologies, the application of multidimensional IRT models to establish both construct and criterion validity, the shift from discrete norms to continuous scaling, and the incorporation of longitudinal measurements. The combination of these features within a computerized intelligence testing framework will enhance respondents' motivation and simplify the test administration process. It will facilitate frequent assessments of a child's progress by presenting varying test versions on each occasion, thereby significantly reducing errors in administration and scoring, while also safeguarding against misuse by non-professionals.

Keywords: intelligence, psychometrics, computerized adaptive testing, IRT models

Disability and technologies, a proposal

Tellez Veranes O., Tellez Veranes T., Faculty of Stomatology, Medical University (Cuba)
Ferrera Téllez I. M.,Oriente University (Cuba)

Video Presentation

ABSTRACT: Technologies currently constitute a work tool that has unlimited possibilities for its use in the teaching - learning process in the different educational levels. In Special Education it allows the corrective - compensatory work of students with special educational needs; however, limitations are observed in the use of technologies to achieve this purpose in the educational practice in the case of students with intellectual disabilities. The objective of the research is the elaboration of computerized learning activities for the correction and/or compensation of cognitive processes of students with intellectual disabilities. An observational, descriptive, cross-sectional study was carried out, the sample consisted of 45 students with intellectual disabilities from the Manuel Prada Contreras Special School in the municipality of Santiago de Cuba, in the province of the same name. Ten computerized learning activities that favored the correction and/or compensation of cognitive processes in the teaching-learning process were elaborated and provided a theoretical reference of the use of technologies in educational institutions for these students. The research is relevant because its results argue the pertinence of the use of computerized activities in students with intellectual disabilities as a corrective-compensatory activity in the teaching-learning process, which influences psychic development and makes it possible for it to be developmental. It is concluded that the use of technologies in Special Education favors the stimulation of cognitive processes of students with intellectual disabilities and constitutes a work tool that dynamizes the teaching-learning process.

Keywords: Key words: computerized activities, intellectual disability, correction and compensation.

Educational environment as a factor of psychological well-being of pre-school children

Yelupakhina A., Educational institution "Maxim Tank Belarusian State Pedagogical University" (Belarus)

Video Presentation

The relevance of the study lies in the existing contradiction between the significance of the psychological well-being of the child for its successful socialization, Formation of the highest mental functions and insufficient development of this problem at the pre-school stage, taking into account the influence of negative trends of sociocultural transformations, as well as qualitatively other conditions of life of modern children. Purpose statement – studying the influence of the educational environment on the psychological well-being of children of late preschool age. Methods: organizational, empirical (observation, survey, psychological experiment (quasi-experiment), physcho-diagnostic method, including tests and surveys), quantitative and qualitative methods of data processing, interpretive. The sample consisted of 409 older pre-school children of pre-school institutions in Belarus. The number of participants in the formative stage was determined on the basis of the naturally established 20 groups of pre-school institutions. In the course of the study, the author’s interpretation and operationalization of the concept of «psychological well-being of the child» in relation to pre-school age were carried out. Based on the empirical classification, three types of psychological well-being of children of senior pre-school age have been singled out and characterised in a meaningful way: a well-off, conditionally well-off, and eventually disadvantaged. The relationship of indicators of child well-being and components of educational environment has been determined. A programme to optimize the educational environment in the pre-school education institution group has been developed and tested. The results presented in the study make it possible to speak with a high probability about the characteristics of social, spatial and subject and technological components as determinants of psychological well-being of the child.

Keywords: Psychological well-being, late preschool age, types of psychological well-being, educational environment, ensuring children's psychological well-being, pre-school institution

Educational multimedia as a means to contribute to the formation of values

Triana Hitchman S., Villavicencio Rojas J., Enrique José Varona Pedagogical University (Cuba)

Video Presentation

La formación de valores es un tema recurrente en las investigaciones pedagógicas. Dentro de las nuevas realidades en la que se encuentran los educandos están las TIC que empleando adecuadamente sus diferentes recursos son medios de apoyo para la formación en valores. La presente investigación tiene como objetivo demostrar el uso de una multimedia educativa con el pensamiento de José Martí en la formación de valores. Los métodos de investigación son los siguientes: Histórico- lógico, Analítico- sintético, Inductivo- Deductivo, Análisis documental, Modelación, Inventario de problemas; Encuesta; Completamiento de frase; Entrevista; Observación. La Muestra es de 14 estudiantes correspondiente al cuarto grado de la Escuela Primaria Jesús Hernández Alfonso. Las cuatro dimensiones trabajadas (conductual, afectiva, cognitiva e instructiva) dan como resultado que: los estudiantes aprendieron aspectos teóricos sobre los valores desde la visión de José Martí; el docente considera que las nuevas tecnologías son un medio educativo que contribuye a exponer el conocimiento de los valores desde el pensamiento de José Martí y a la motivación de los estudiantes; existe un 15% de los educandos que ante algunos de los valores trabajados no presentan variación de su conducta; los estudiantes poseen una mayor sensibilidad hacia los modos de actuación asociados a los valores trabajados en la investigación. La formación de valores como proceso sustenta sus fundamentos teóricos metodológicos desde la axiología, la pedagogía y la psicología vinculados al acercamiento del estudiante al pensamiento de José Martí. Con la aplicación de la multimedia se lograron avances significativos en la temática y queda abierta otras áreas que pueden ser objeto de estudio de futuras investigaciones.

Keywords: Formation of Values, School Age and Educational Multimedia

Ethics gap in adolescents' online communication

Khusnutdinova M., Poskakalova T., MSUPE (Russia)

Video

The results of contemporary Internet communication studies often conclude that the Internet environment contributes to formation of such attitudes and behavioral patterns as aggressive behavior, verbal abuse, fraud, trolling, bullying and etc. To describe this phenomenon C. James uses the term «the Ethics gap» and refers to it the loss of sensitivity to the moral and ethical aspects of behavior. To what extent do adolescents rely on e-communication and what is its content? From March to June, 2022, an empirical study on the specifics of digital socialization of adolescents was conducted on the basis of MSUPE. The study focused on the aspects of online communication among adolescents and included 539 participants at the age of 12 -18 years old. Besides the questionnaire aimed at figuring out the goals, preferences, potential threats and consequences of adolescents’ online communication and self-disclosure the study included The Problematic Social Networks Use Scale (Sirota N.A, et al, 2018). Due to the scale results two groups were determined and compered - 180 and 175 teenagers with low and high levels of problematic use accordingly. The study fixed that girls as well as teenagers from one-parent or troubled families are more likely to use social media problematically. The data demonstrate that the majority of adolescents comply with ethical norms of behavior while using social networking sites. However, violations of moral principles are more common among adolescents with a high level of problematic social media use. They practise obscene language and offensive jokes twice as actively. They are more likely to become victims to online derogatory actions and abuse. More than a half of them experience negative emotions (anger, irritation, pain and annoyance) when they are criticized. At the same time, a third of them listen to the opinions of others and try to work on themselves.

Keywords: adolescents, problematic social media use, online communication

Executive functions of early school-children bilingual during of studying third language

Novgorodova Yu., Khotinets V., Kozhevnikova O., Udmurt State University (Russia)

Video Presentation

The study is focused on issues of the possibility of extrapolating the effects of bilingualism on trilingualism at the primary school age, and of increasing / decreasing cognitive regulation of bilingual children in the process and result of learning other languages. The study involved 60 second-grade students aged 8 to 9.8 years (M = 8.8, SD = 0.36). Among them are 30 primary schoolchildren with unbalanced bilingualism (inherited Udmurt language) socializing in the Udmurt-Russian environment; and 30 monolinguals with native Russian. To measure the components of cognitive regulation, NEPSY-II test battery (Sentence Repetition, Memory for Designs, Inhibition) and computerized tests (Stroop Test, Shulte Tables, Memory for geometric shapes, Go-NoGo) were used. The mathematical and statistical analysis included: descriptive statistics, a non-parametric test (Mann-Whitney U-test) and Structural Equation Modeling implemented with IBM SPSS Statistics V22.0. The results of the pilot study confirm the bilingual advantage in the process of learning a third language by primary bilingual schoolchildren. In particular, the positive effects of bilingualism on regulatory functions have been revealed, and, at the same time, in the process of learning a third language bilingual primary schoolchildren experience the increasing burden on the regulation of changes in actions and behavior during the transition from one rule to another. Thus, a possible syncretic (mixed) effect of bilingualism in the process of a third language acquisition by primary schoolchildren with the need to control it in an educational situation was revealed. We admit that bilingualism in the educational situation of a third language acquisition as a predictor of cognitive changes provides advantages in the self-organization of subsystems of regulatory processes of the cognitive level and, along with this, creates difficulties due to the high regulatory burden. The research was financially supported by the Russian Science Foundation (RSF) research project №23-28-10202.

Keywords: bilingualism, trilingualism, executive functions, studying a third language, early school children

Experience of MindFulness online groups for anxiety in adolescents during COVID 19.

Rodríguez Ceballos D., Ulloa Hernández Ye., Castro Pérez M. Cuban Society of Psychology (Cuba)

Video Presentation

Una epidemia de tal magnitud como la causada por la enfermedad de la COVID 19, obligó a replantarse los escenarios del hacer dentro de la propia Psicología. El confinamiento y el detenimiento de las actividades sociales habituales de los adolescentes cubanos, provocó la aparición de ansiedad en un grupo de estos, que los llevó a recibir tratamiento mediante un grupo online de meditación Mindfulness, experiencia que constituye la relevancia de esta investigación. Con el objetivo de propiciar un tratamiento a las manifestaciones del trastorno de ansiedad generalizada en esta población destinataria, se elaboró de manera virtual desde las redes sociales dos grupos que a partir de la orientación del terapeuta implementan los procedimientos de la meditación Mindfulness. Constituyendo de esta forma la presente investigación cualitativa de tipo investigación-acción sustentada en los métodos histórico -lógico, analítico-sintético y la modelación entre otros. Tuvo como población los 16 adolescentes avileños diagnosticados con la patología que buscaron ayuda durante el confinamiento en los servicios de salud mental. Como resultado se ejecutó el proceder terapéutico de la siguiente forma: dos sesiones semanales grupales como frecuencia, con una duración cada sesión de 50 minutos (hora terapéutica) y una extensión de 16 semanas, según contrato terapéutico. La particularidad en este caso estuvo dada que como medio alternativo ante la necesidad de distanciamiento físico y el confinamiento por la pandemia, se desarrolló por dos grupos de WhatsApp y su plataforma Zoom. A modo de conclusiones se puede reflejar que al terminar el proceder terapéutico se logró una reducción de la sintomatología inicial en el 100 % de los implicados, que al ser sometidos a la reevaluación, demostraron indicadores de haber transitado por la patología hacia su compensación. Es importante en este aspecto aclarar que en ninguno de los casos fue necesario la medicación en ningún momento.

Keywords: Mindfulness, Generalized Anxiety, Adolescents, online.

Facets of the problem of digital socialization

Kochetkova T., Center of psychological, pedagogical, medical and social assistance of the Vyborgsky district (Russia)

Video Presentation

Ph.D., Associate Professor e-mail: tatnik@2021@ya.ru Abstract. The life of a modern person has ceased to exist in isolation from the Internet, but its use by children and adults differs in the content of attractive content. Modern technologies, actively implemented in networks, provide a lot of opportunities for self-education, finding new friends, expanding the circle of interests, create the illusion of saving time to visit real shops, clinics, educational institutions, etc., while simultaneously forming dependence on gadgets, the appearance of fullness of one's own life with "significant" events. The purpose of the study: to assess the impact of the network on the socio-psychological adaptation of the individual. Adults are much more likely to spend network time on work, especially when work is carried out remotely. Often, infants, not yet having walking skills, deftly cope with a smartphone, demonstrating to others the pleasure they experience. Meanwhile, their parents forget about the need to control the time spent by the child in the network, do not think about the content of the content that the child is absorbed in, rejoicing at the opportunity to relax. Myopia of parents is fraught with huge problems in the future, caused by disturbed child-parent relations, the result of which is the socio-psychological maladaptation of the individual. The most frequent requests of parents who applied for psychological counseling consisted of complaints about the child's inability to communicate in the family and with peers, their aggressive behavior, weak self-control of emotions and behavior, unwillingness to learn, lack of time perspective, autoaggression. The analysis of family relations, the sequence of parenting styles, the time spent by parents to help the child, as well as the identification of the main chronophages of family members, led to the conclusion that the socio-psychological adaptation of the child is provided by consistent styles of parenting, the presence of family traditions and a common hobby, a favorable psychological climate in the family. Digital technologies have become an obligatory part of our life, but they cannot replace the family, which determines the varying degree of socialization of both a developing personality and an adult, leading to an unfavorable outcome to alienation, self-destructive behavior, mental and psychological health disorders.

Keywords: digital socialization, addiction, socio-psychological adaptation, loneliness, bullying

Features of computer addiction in adolescents from complete and single-parent families

Pankratova I., Federal State Autonomous Educational Institution of Higher Education "Southern Federal University" (Russia)

Video Presentation

Today, virtual reality for most teenagers is becoming the reality where they spend most of their time, often it develops into addiction. As psychotherapist V. A. Burova notes, the term "dependence" (addiction) was "borrowed from the lexicon of psychiatrists to facilitate the identification of the problem of the Internet by associating it with characteristic social and psychological problems. The problem of computer addiction in adolescents arose most acutely during the period of rapid development of information technology and modern children do not imagine their life, leisure and study without a computer.Psychologists are sounding the alarm that computer games cause addiction, which is analogous to drug addiction.Currently, the computer in the life of a teenager takes first place in importance. Teenagers are the most at risk. This difficult period of puberty exposes many acute problems and imperfections of young people. Many people fail to cope with the internal and external conflicts that have arisen, as a result of which there is a desire to escape from reality, which contributes to the emergence of computer addiction. The purpose of our study: to study the features of computer addiction in adolescents from complete and single-parent families. For the study, we used: the Kimberly-Young test for Internet addiction and screening diagnostics of computer addiction. Our study involved 150 adolescents aged 14-15 years. Adolescents are dominated by an average level of Internet addiction. This means that most teenagers are at risk of Internet addiction. Among the adolescents surveyed, almost an equal number of people are at the stage of passion and the first stage of computer addiction, when, as in extreme values, a small number of respondents were identified. The second stage of dependence was not revealed among the respondents.

Keywords: Family, teenager, internet addiction, addiction, complete family

Features of cyberbullying prevention in the educational environment of the university

Dunaeva N., Lobachevsky National Research Nizhny Novgorod State University (Russia)

Video Presentation

The article presents the experience of organizing preventive work with the problem of destructive aggression of university students. Young people as a certain socio-psychological group, with their age characteristics, are the most vulnerable to the effects of destructive discourse. The article analyzes the problem of the manifestation of destructive behavior, considers the causes, types, forms of its manifestation in the youth environment. A special place is occupied by the negative impact of cyberbullying on the mental health of its victims. Presented are methods for diagnosing a tendency to destructive aggression used by the Center for Socio-Psychological Support of Students of NSUU to identify students at risk, some diagnostic results are given. The most common cases of cyberbullying in the practice of a university psychologist are described.Some characterological features and personal properties of students - aggressors were revealed. The experience of the Center for Social and Psychological Support of Students on monitoring, analysis, interpretation of markers of destructive aggression in social networks is presented. A model of a comprehensive program of preventive measures in the conditions of educational institutions for the recognition and prevention of destructive aggression has been developed, which includes primary, secondary, tertiary prevention.

Keywords: Destructive aggression, cyberbullying, personality traits, prevention, students, diagnostics, prevention, interdisciplinary team.

Formation of digital competencies of teachers of further education in the era of digitalization of education

Zimovetc A., Abraukhova V. Don State Technical University (Russia)

Video Presentation

The article considers the concept of "digital competencies," "teacher of additional education," "digitalization of education." A special emphasis is placed on the processes taking place at different levels of transformation of teachers regarding their mastery of digital tools and the use of digital technologies both offline and online. Nevetheless the communication of teachers with their pupils takes a big part of the process.The definition of "Digital Competence" appeared in official documents in 2006 as a key competence for lifelong learning. Calvani et al. (2010) emphasized the interaction between three aspects of digital competence: technological, ethical, and cognitive.The purpose of this study was to develop a model for the formation of digital competencies of an additional education teacher. For the study we use the online survey.The result of this study was the development of an effective model for the formation of digital competencies.There model includes: 1)Communication and cooperation in the digital environment; 2) Self-development under uncertainty;3)Creative thinking;4)Information and data management; 5) Critical thinking in the digital environmen;6)Data security and protection;7)Digital content creation. Hybrid learning is a comprehensive combination of distance and online learning. Hybrid and mixed learning models have become important for the learning process, as they allow not only to continue learning in times of crisis or instability, but also to bring education to a new stage of development.All these areas will contribute to the formation of digital competencies of teachers of vocational education.

Keywords: digital competencies, teacher of additional education, digitalization of education, digital technologies, digital tools, distance education

Forms of control when using English distance learning resource.

Danilovich E., Northern (Arctic) Federal University (Russia)

Video Presentation

In our life, the format of distance learning is widely spread - this phenomenon has not bypassed the field of foreign languages. This study examines the features of the organization of the educational process in the distance form of teaching a foreign language. In addition, the following are defined: the stages of distance learning, a number of teaching aids when working with individual skills when learning a foreign language, and some difficulties are identified in organizing distance learning. The purpose of the study: to study the forms of control when using the resources of distance learning in English. Research methods: study of literature and other sources, observation, conversation, experiment, methods of quantitative and qualitative data processing. The results of the work done are prepared assignments for remote use in pedagogical activities. The assignments are presented in various versions of their presentation to students - for working in any format when conducting online classes. A memo (Educational and methodological recommendations designed to control the use of distance learning resources in English) has been developed for teachers who conduct classes remotely. The results of the study can be useful not only for teachers who can use the developed educational and methodological recommendations, but also for students whose teachers can apply these recommendations when conducting foreign language classes online or offline.

Keywords: Educational process, forms of control, form of education, distance learning, foreign language.

Fundamentals of Correctional Work with School-Aged Children with Mental Disabilities

Burlakova S., University Jana Amose Komenskeho (Czech Republic)

Video Presentation

The scientific work describes the main theoretical provisions that were used in the study and provision of psychological and pedagogical assistance to children with intellectual disabilities. The main stages of building effective interaction with children with intellectual disabilities in the process of learning and development are highlighted.The most important role in the system of special education is the continuous care of children with special developmental needs. The relevance of the chosen topic is that nowadays it is necessary to organize special conditions of socio-pedagogical support for children of school age, which will provide optimal conditions for training and education of children with disabilities in the conditions of school educational institutions. Corrective work with children with disabilities should be carried out on the basis of diagnostics of the child's condition, as well as the adopted individual program of their development. The corrective orientation of the educational process consists in the pedagogical impact of special methods and techniques that stimulate compensatory processes of cognitive development of the child. Diagnostics of children with intellectual disabilities is connected with considerable difficulties and is caused by individual-personal features. The purpose of the work is to explore the possibilities of psychological-corrective work with school-age children who have psychological problems. The scientific work consists of an introduction, a theoretical chapter, a practical chapter, a conclusion and a list of used sources. The theoretical chapter of the work examines the state of the problem under study in defectology, speech therapy, psychology and medicine.The research methods are: observation, comparison, experiment, interview.In conclusion, it is worth noting the need for remedial work with children who have mental disorders. They need a special individual program that will promote the development of the child, create conditions for the realization of their inner potential, help to overcome and compensate for obstacles to development

Keywords: Autistic spectrum disorders, correction of mentally disabled people, corrective work, Down syndrome, mental disability, special education, supportive work, teaching methods

General results of children survey in project «Russian Children Wellbeing Index» in 2022

Ipatova A., Institute of Social Analysis and Forecasting RANEPA (Russia)

Presentation

The report will consist of brief results of on-line survey of children and teenagers at the age of 10-17, that was conducted as part of the Children Wellbeing Index project in 2022. In total, 132 984 teenagers from 8 regions of Russia took part in the survey. Their number is approximately 1% of all children population of Russia at that age. The absolute majority of surveyed children live with their parents in families which consist of three or more members. This feature is due to the nature of the research – this is administrative survey, the links to online questionnaire were sent through schools. Respectively this fact, our research doesn’t focus on all problems, that have children left without parental care. Instead, the research oriented to analysis of wellbeing of ordinary, normal children, whose welfare is not a matter of concern by default. The questionnaire consists of 40 questions, divided into 6 basic domains of wellbeing: health, material wellbeing, security, education, social relations and self-realization. The main outputs of report are: • In general, surveyed children are satisfied with their lives – 81,1% assess their overall satisfaction to 4 or 5 out of 5. However, younger children life satisfaction is lower than in older children. • The age 13-14 years is transitional age not only in the physiological meaning, but in the emotional and material wellbeing spheres too. • At the age of 12-14 children has more difficulties with communication both with classmates and parents. It can be assumed that these problems are of the same nature and reinforce each other. • One of the crucial elements of children’s wellbeing is the possibility to be heard by parents and other adults. At the same time this factor affects how often do children feel lonely.

Keywords: Children Wellbeing, Children Wellbeing Index, evidence-based policy, survey

INFORMATION TECHNOLOGIES IN EDUCATION AND THE DEVELOPMENT OF SOCIAL EMOTIONS: ARE THEY COMPLEMENTARY OR MUTUALLY EXCLUSIVE?

Batenova Yu., Filippova O., Safonova A., Southern Ural state Humanitarian and Pedagogical University (Russia)

Video Presentation

Relevance. In the modern world, due to the rapid development of information technologies and the great attention to this topic in the field of education, social and emotional spheres of human development are fading into the background. This implies the importance of the development of social emotions in the conditions of digitalization of society. However, these processes can also coexist if the educational process is competently built, starting from preschool age. The purpose of the study. The study of the relationship between the active use of digital technologies by older preschool children and the development of social emotions in the learning process. Research methods and sampling. To achieve the purpose of the study, the following methods were used: theoretical (analysis of psychological and pedagogical literature); empirical (test "Diagnostics of children's abilities to partner dialogue" by A.M. Shchetinina, which allows to assess the level of social emotions in children; questionnaire for parents to determine computer addiction in older preschoolers by V.G. Pisarev, which allows to assess the level of dependence in children from information technology as one of the main reasons for the low level of socialization; mathematical and statistical). The study involved 25 children of senior preschool age. The main results. In order to obtain quantitative results, four levels of socialization of children were identified at the first stage: high, above average, medium and low. During the diagnosis, it was found that, in general, the overall level of socialization in children is average. In order to obtain quantitative results at the second stage, a questionnaire was created on the Google Form platform based on the V.G. Pisarev test. Indicators of severity: 7-11 points – low level of dependence, 12-17 points – average level of dependence, 18-21 points – high level of dependence. Conclusion. The pilot study showed that the level of social emotions in most children is at an average level, while the severity of computer dependence on the responses of parents in most children is represented at a high level. This suggests the need to create better conditions for children to interact with peers and adults outside the information space.

Keywords: digital technologies, social emotions, preschoolers, digital socialization, educational organization

Knowledge about oral hygiene in adolescents of a secondary school: influence of the communicative dimension

Pérez Caldevilla M. A., Balmaseda Niebla C., Hernández González J., Faculty of Dentistry of Havana and Faculty of Psychology of Havana (Cuba)

Video Presentation

Relevance: Communication regarded as an external condition that permits the psychological development of subjects, turns into a useful tool in the area of health to modify lifestyles, especially when patients are in their childhood years. The Cuban National Program for Dentistry Attention to the People establishes among their prioritized groups children and adolescents. For these ages, it proposes educational programs that, from the communicative dimension, seek to increase the knowledge about oral health with various educational techniques. The research undertaken resulted valuable because it demonstrated the influence of the communicative dimension in education for oral health, validating the educational techniques used as effective. Purpose: To determine if the educational and communicative techniques of the palm tree, the talk, the demonstration and group dynamic; about topics of oral hygiene, influence the knowledge of eighth-grade students of the Secondary School “Felipe Poey” in Plaza municipality. Methods: A research with a quantitative approach was undertaken, quasi- experimental design with pretest and post-test, and intact groups from the Secondary School “Felipe Poey” in Plaza municipality, Havana, in the period April-May, 2023. It was analyzed a non-probability sampling of volunteer participants, including 47 students from 2 groups of adolescents who gave their consent after being discussed what the workshop was going to be about. Results: The level of knowledge about oral hygiene in the adolescents before the workshop was low. Once the techniques were applied, the level of knowledge increased in 93.6% of the studied cases, meaning they increased to medium and high level after the intervention. Conclusion: The educational and communicative techniques of the palm tree, the talk, the demonstration and group dynamic, about topics of oral hygiene, were effective due to the augmentation of knowledge of the eighth-grade students from the Secondary School “Felipe Poey” in Plaza municipality.

Keywords: adolescence, oral hygiene, educational communication, knowledge, lifestyle

Metacognitions about smartphone use among high school students with different academic performance

Miklyaeva A., Panferov V., Herzen State Pedagogical University of Russia (Russia)

Video Presentation

Introduction. The impact of smartphone use on personal well-being and effectiveness of educational activities is discussion issue involving teachers and school students, which determines the relevance of the task of studying their metacognitions about smartphone use (MSU). MSU is a reflection of the subject's own beliefs associated with smartphone use. The study was aimed to analyzing the differences in MSU of high school students with various academic performance. Materials and methods. The study involved 158 school students (84 female) of 10th-11th grades aged 16.69 ± 0.68. Empirical data was collected with modified self-report scale "Metacognitions about problematic smartphone use" and questionnaires about academic and socio-demographic information. Results. Factor analysis identified three scales in “Metacognitions about problematic smartphone use" (Kronbach alpha 0.71-0.89): "Recreational and relaxation function of the smartphone" (37% of variance), "Smartphone addiction" (19%), "Smartphone as a hindrance to study" (10%). Regardless of academic performance, the structure of MSU is dominated by positive metacognitions (smartphone as a tool for relaxation and distraction from problems). The students with below-average academic performance more often note that smartphone prevents them from learning (F=3.16 p<0.05), while the indicators in the sample of boys are higher than among girls (F=4.02 p<0.01). In addition, the girls with below-average academic performance are significantly more likely than boys to note signs of smartphone addiction (F=3.23 p<0.05). Conclusion. High school students are characterized by awareness of the predominantly positive effects of smartphone use. At the same time, high school students with below-average academic performance reflect the negative impact of smartphones on effectiveness of educational activities, however, girls reflect the excessive use of smartphone as a key factor of this influence only. The results should be used for developing smartphone addiction preventive programs. Funding. The research was supported by an internal grant of the Herzen State Pedagogical University of Russia.

Keywords: smartphone use, metacognition, academic performance, high school students

New technologies in the social inclusion of children with disabilities.

Rodríguez Ceballos D., Berrío Sánchez M. S., Ruiz Betancourt Y. Cuban Society of Psychology (Cuba)

Video Presentation

Si bien la inclusión social de niños y niñas en condición de discapacidad, tienen desde lo metodológico y académico e incluso legal, exigencias bien definidas para la sociedad cubana; pero se manifiestan en sus líderes locales, representaciones sociales que impiden el proceso. El uso de las nuevas tecnologías de la información en una estrategia de capacitación al respecto resulta alternativa valiosa y constituye la relevancia de la presente investigación. El objetivo general de esta propuesta investigativa está dado en: Demostrar la oportunidad y pertinencia del uso de las nuevas tecnologías en el desarrollo de una estrategia de capacitación que contribuya al empoderamiento sobre inclusión social de niños y niñas en condición de discapacidad en los líderes locales de una comunidad cubana. Constituye una investigación cualitativa de tipo investigación-acción sustentada en los método teóricos, histórico-lógico, analítico-sintético, inductivo-deductivo, sistémico-estructural y la modelación así como los del nivel empírico como la observación, la encuesta etnográfica, la consulta a especialistas, el grupo de discusión entre otros. Como población fueron seleccionados 15 líderes locales encargados de contribuir en la inclusión social de niños y niñas en condición de discapacidad. Como resultado emerge una estrategia de capacitación que desde las ventajas del uso de las nuevas tecnologías, posibilita que cada acción no solo transforme la realidad, sino también a los sujetos protagonistas implicados. Su carácter flexible y cíclico permitió la adaptabilidad en el proceso y la posibilidad de incorporar otros conocimientos. A modo de conclusiones se determinó que la estrategia es una valiosa herramienta ante las demandas actuales de la eliminación de brechas e inequidades desde el contexto comunitario. La misma desde las perspectivas de la teoría de las representaciones sociales garantiza una nueva forma de proyectar la capacitación de los gestores de cambios hacia la inclusión social de niñas y niños en condición de discapacidad.

Keywords: social inclusion, social representations, disability, children

ON DISTANCE EDUCATION OF CHILDREN AND UNRESOLVED ISSUES IN E-LEARNING AT SCHOOL

Suvorova G., Psychological counseling "Dialog" (Russia)

Video Presentation

The development of psychological science has led to the development of artificial intelligence and distance learning for children, which require development of all cognitive abilities in students, thinking and intelligence. The introduction of digital technologies in the educational process is not based on examination results of school textbooks. What goals do digital technologies teach students? What specific and abstract concepts are included in the content of education? Computer usage leads to the question of quality criteria of education. There is no school learning computerization model that is based on the psychological analysis of educational activities and students' abilities. A child in any environment learns, develops and is brought up by adults. A child can learn if he has a functional psychological system of activity (Shadrikov). Rubinstein showed the connection between thinking and mental abilities. Elkonin identifies the learning goal in the learning task and learning actions in the narrow sense of the word to which he attributes actions with objects and cognitive actions. Systems of cognitive actions characterize the operational mechanisms of abilities. Shadrikov singled out a universal operating mechanism of abilities – intellectual operations. We need methods of psychological analysis of educational activities and the ability to learn, the ability to desire and want, the ability to feel and experience.

Keywords: Distance education, e-learning, learning activities, abilities, thinking , intelligence

On the issue of studying individual differences in the emotional well-being of schoolchildren

Katkalo K., Pecherkina A., Ural Federal University named after the first President of Russia B. N. Yeltsin (Russia)

Video Presentation

Today, in the conditions of reforming the education system, there is an increase in the requirements for the psycho-emotional capabilities of participants of the educational process. One of the tasks of modern education is the formation of socio-emotional skills. The problem of supporting the emotional well-being of schoolchildren today seems to be especially relevant. However, the nature of individual differences in emotional well-being has not been determined. The purpose of this article is a theoretical review of scientific approaches to the study of individual differences in emotional well-being in the school environment in order to develop a unified approach to the study of emotional well-being in a sample of Russian schoolchildren. Theoretical methods were used, such as a review of the scientific literature of domestic and foreign authors, a systematic, comparative and logical analysis of modern concepts of the emotional well-being of schoolchildren. Currently, emotional well-being is considered from different positions: as a synonym for subjective well-being (Diener E., Kahneman D., Deaton A., L.V. Kulikov), as an element of psychological well-being (Kendal S., Callery P., Keeley P. , Yu.B. Grigorova), as an indicator of the success of emotional regulation (D.S. Nikulina, G.A. Uruntaeva, Schutte N. S., Ferreira M. B.) . Summarizing, the emotional well-being of a schoolchild can be considered as a multidimensional phenomenon, the basis of which is the satisfaction of the biological and social needs of the schoolchild, indicatoring of the success of emotional regulation. Promising areas of research into individual differences in the emotional well-being of schoolchildren include: positive self-concept; experiencing your own success; attitude to the situation of knowledge testing; academic progress; general satisfaction with educational activities and relationships with parents, peers and teachers. We suppose that taking into account the individual characteristics of the child, his success in school increases, but further research is needed.

Keywords: Emotional well-being, individual differences, academic success, student, psychological well-being

Operating with the relations of opposites by 5-8 years old children: a longitudinal study.

Veraksa N. Lomonosov Moscow State University. Institute of Childhood Family and Childrearing, Russian Academy of Education (Russia)
Airapetyan Z. Lomonosov Moscow State University (Russia)

Presentation

Conclusion

1. The conducted experimental study showed that the senior preschool age is sensitive for dialectical thinking development. In the first year of elementary school, the children who took part in our longitudinal study were more successful in coping with tasks to overcome contradictions and understand developmental processes than in preschool age. Moreover, in children of elementary-school age, there was a decrease in the use of the dialectical mental action of transformation when performing creative drawing tasks.

These results partially confirm the assumption that elementary-school age children would show a decrease in the successful dialectical problems solving with an increase in the successful formal logical operations performance. Probably, this change is connected with the leading activity change from the playing one to the educational one. In this case, the possibility of a child’s action in an imaginary situation is reduced, while this imaginary situation made it possible to remove the contradiction between the desired and possible.

2. With age children are able to cope more successfully with the solution of formal logical problems aimed at coordination of two conditions.

3. The correlation analysis results show that at the age of 5 and 7 years old, the successful overcoming of contradictions by children is positively associated with the multiplicative spatial relations understanding: when the movements of two differently directed objects create a single image. It confirms the assumption that the multiplicative spatial relations understanding is associated with the dialectical mediation development.

ORIENTING BASIS OF AN ACTION OF CHOOSING CLASSROOM TACTICS FOR STUDENTS IN PEDAGOGICAL PRACTICE

Pshenichnyuk D., Yakushina A. Lomonosov Moscow State University (Russia)

Video Presentation

Background. Working (pedagogical) practice is an important part of professional training of students in many specialties. Research objective. The live pedagogical process is difficult for trainee students. Especially those who have no experience in teaching or speaking in front of an audience worry a lot. Supervisors of pedagogical practice for students, particularly psychology students, in both Russia and Azerbaijan are convinced of this. The authors of the article faced such problems in 2018-2022. Research Methods. To solve this problem, we developed an algorithm for selecting the tactics of teacher-practitioner (student-practitioner) behaviour according to the audience factor in traditional face-to-face teaching. The algorithm is also applicable to the online classroom format. Key Findings. Algorithm of work tactics choice by the factor "audience composition and structure": 1. Diagnose the structure of the audience by the factors of homogeneity, size, level of preparation. 2. Identify the presence/absence of a leader and/or a marginalised person in the audience. 3. Identify (find) the "backbone" part of the audience. 4. Choosing and sticking tactics according to results of diagnostics. Following the rules of self-control. 5. Forming and maintaining the favorable climate in the audience - productive atmosphere of work. 6. Making conclusions at the end of the class-teaching about the productivity of the chosen tactics of behaviour. The algorithm is based on the principle of an indicative action framework. The "A" - action - is the action of choosing the tactics of the teacher-practitioner's behaviour according to the factors of the characteristics of the classroom. The factors include size, homogeneity, proficiency level, and general mood of the participants. Conclusion. The presented algorithm was implemented in the content of students' preparatory work before pedagogical practice in 2018-2022. The students applied this algorithm to choose strategies for their behaviour in practice. The authors of the article received acknowledgements from student practitioners who emphasised the effectiveness of using the algorithm. However, the authors did not take separate measurements, so they offer this text as a theoretical model for students' choice of tactics in their pedagogical practice.

Keywords: Nina Talyzina anniversary, working (pedagogical) practice, students' professional training, scheme of orienting basis of an action, audience factor

Parental attitudes towards the use of digital devices in the family for the development of older preschoolers

Belova E., Shumakova N., Psychological Institute of the Russian Academy of Education (Russia)

Video Presentation

At preschool age of children, parents have a crucial influence on their development. In this regard, the study of the issues of childhood digitalization determines the importance and relevance of their consideration in the context of family education. The purpose of the study was to study the attitude of parents to the use of digital devices in the family for the development of senior preschoolers. Participants: 273 pаrents and their children (137 boys, 136 girls; Mage=6.78, SD=0.33) from Moscow. Methods: survey of parents (included questions about both parents). Express-Diagnostics of Intellectual Abilities and special technique for revealing the creative and intellectual potential were used for children. Results. The attitude of modern parents to the use of digital devices for the development of older preschoolers is characterized by a variety of opinions. 4% of parents believe that interaction with a digital device is harmful to the health and development of the child. But the majority of parents (96%) positively assess its influence on the preschoolers’ development. Three groups of parents were divided according to the frequency of a digital device use by children: 1 - rarely; 2 - moderately; 3 - often. The consensus of both parents was observed in 64.88% of families, while in slightly less than half of them (45.29%) parents were in favor of rare interactions with digital devices. An analysis of the parents’ choice of digital content showed that they are mainly aimed at developing the child’s cognitive sphere by computer programs developing logical thinking (69.8%), memory (50.7%), etc. The diagnostics of the children development showed the importance of the frequency of a digital device use for their intellectual development: it is higher in children of those parents who considered it better for preschoolers to use digital devices 1-2 times a week for developmental purposes.

Keywords: Parents, preschool children, digital devices, development

Personal boundaries and bullying among schoolchildren

Mozgovaya N., Southern Federal University (Russia)

Video Presentation

Research relevance. The problem of bullying at school is an interdisciplinary issue. It is important to examine it alongside personality characteristics like personality boundaries. Research objective. We examined the relationship between the personality boundaries functions and the components of schoolchildren's bullying structure. Research methods and sample. We applied diagnostics of psychological boundaries of personality (T.S. Levy) and methodology for identifying "bullying structure" (E.G. Norkina), examining fifty-three schoolchildren (aged 11-13) of both sexes. Key results. There is a connection between the personality boundary and the components of the bullying structure, namely, if certain boundary functions manifest themselves, the expression of the bullying structure components change. The results show positive and negative relationships at p≤0.01 and p≤0.05 level between personality boundary functions and bullying structure components: significant positive relationships at the p≤0.01 level between the "initiator" component of the bullying structure and the boundary functions: " penetrable" (r=0.359, when p=0.008); "absorbing" (r=0.391, when p=0.004); "calm-neutral" (r=0.453, when p=0.001). Thus, when personality boundaries functions are high, the bullying structure "initiator" gains prominence, and vice versa. We found positive and negative relationships when p≤0.05 between the bullying role "protector" and the calm-neutral boundary function (r=0.341, when p≤0.012); between the "victim" component and the restraining function (r=-0.296, p≤0.031), and the calm-neutral (r=-0.296, p≤0.031). The results are in the area of uncertainty, indicating a trend in this relationship. Observations. “Initiator” is an individual with a high potential for aggression. Such personality boundary functions as permeable, absorptive and calm-neutral are typical of “initiators”. School bullies tend to 'dissolve' the boundaries of others. They have their own strong permission to ask for help, and do not handle rejection.

Keywords: bullying among schoolchildren, bullying structure, functions of the personality boundary, personal

PROJECT ACTIVITY AS A MEANS OF FORMING IDEAS OF SUSTAINABLE ENVIRONMENTAL DEVELOPMENT IN PRESCHOOL CHILDREN

Pustovoitova O. NOSOV MAGNITOGORSK STATE TECHNICAL UNIVERSITY (Russia)
Vedeshkina N. MDOU "Kindergarten No. 73" city of Magnitogorsk (Russia)

Video Presentation

Modern society needs a constructive person who is able to learn about the world around him through activity, to realize himself, to show initiative and creative approaches to solving pressing problems. Formation of ideas about sustainable development in children at the stage of preschool education will not only lay the foundations for respect for the environment, but also form the ability to live in a sustainable world in harmony with society, nature and oneself. Sustainable development is understood as a process that includes three components: social, economic and environmental. The purpose of the study is to test the hypothesis that digital technologies, namely the development of projects in the algorithmic language Scratch, will allow children to form ideas about sustainable environmental development. The research methods were: a conversation with preschool children on the subject of sustainable environmental development, the study of theoretical and practical material in the authors' studies on the problem of sustainable development, as well as an experiment using the methods of O.A. Solomennikova "The World of Animals and Birds" and "The Plant World"; A. I. Ivanova "Describe the picture." After the completion of the formative stage of experimental work, taking into account the use of digital programming technology in the Scratch program, diagnostics were carried outthe level of children's ideas about sustainable environmental development has significantly increased. Thus, a high level was detected in 46% of older preschoolers (it was 23%), an average level was detected in 38% of older preschoolers (it was 31%), a low level was detected in 6% of older preschoolers of the group (it was 46%). Thus, we can conclude that the use of the Scratch digital tool can achieve the desired effect in terms of shaping the sustainable environmental development of preschool children.

Keywords: project, sustainability, sustainable environmental development, children

Prosocial behavior of teenagers in social networks

Shmelva T., Ivanovo State University (Russia)
Lantsova S., Novotalitskaya Secondary school, Ivanovo region (Russia)
Kislyakov P., Russian State Social University (Russia)

Video Presentation

Relevance. Prosocial behavior in social networks is a manifestation of digital socialization, which includes voluntary behavior in an online environment in order to benefit specific people or promote harmonious relationships with others. Prosociality on the Internet includes the exchange of resources and information, emotional support and online help. The purpose of the study: to evaluate the frequency and manifestations of prosocial experience of adolescents in social networks. Research methods. To assess prosocial behavior in online mode, the self-reporting methodology "Online prosocial behavior of adolescents" (OPBS) S. Erreygers, 2018, scales of performing and receiving prosocial behavior online were used. Selection. 342 teenagers aged 12-19 (M=15.2) from secondary schools and colleges of the Ivanovo region took part in the survey. The main results. The study showed that 1) adolescents have experience of performing prosocial behavior on the Internet above average (M=34 out of 50); 2) adolescents perform prosocial behavior online more often than they receive it in response (by 5%); 3) teenage girls perform and receive prosocial behavior more often than teenage boys (by 11.5% and 10%, respectively); 4) the most frequent type of prosocial behavior in social networks is emotional support for another (I cheered someone up) and relationship support (I said friendly words to someone, I made a compliment), the least frequent is an open display of sympathy (I made it clear that I like him) and help with homework at school (I helped with homework). Conclusion. The prosocial activity of adolescents in social networks, as well as in offline mode, is aimed at maintaining interpersonal relationships with peers and is less associated with assistance in educational activities. Prosocial online contacts promote safe behavior in social networks, increase the social capital of adolescents, and serve as a means of preventing Internet risks.

Keywords: prosocial behavior, social networks, teenagers, communication

PSYCHOLOGICAL PORTRAIT OF A MODERN YOUNG GAMBLER

Tarasova S. Psychological Institute of Russian Academy of Education (Russia)

Video Presentation

This work is an attempt to describe the psychological profile of a modern young gambler. We have made a suggestion that they are either characterized by aggressiveness or have expectations of aggression — aggressive image of the world. In this work we studied hostility, while adhered to the principles of syndrome analysis. Methods and techniques. Mini-Mult Test. The Buss-Perry Aggression Questionnaire. The Humorous Phrases Test (HPT). The Hand Test. Psychological Conversation. Persistent attendants of computer clubs in Dubna, Moscow oblast, 59 young people aged from 16 to 28 – 34 young men and 25 young women – participated in the research. Among them 40% of the participants spend more than 4 hours per day gaming. Participation in the research was voluntary. Conclusions 1. The participants of the research prefer massive multiplayer online (MMO) games, of which role-playing games (RPG) are the most popular (75%). Increases in profile were identified for 36 subjects on the hypochondria scale and for 32 subjects on the psychasthenia scale. The control group revealed more harmonic profiles. Personality traits are more balanced; in most cases the leading peak is registered on scale 9 (optimism scale). For average MMPI profiles differences between gamblers and the control group on the schizoid disorder scale are at a trend level (p = 0.07). Most basic scales of the MMPI test have strong positive correlation with hostility as a factor of being ready for aggression. 2. According to the Humorous Phrases Test, the most important topics among gamblers are human folly, gender relationships, fashion, carrier, and money. Hypochondriasis, depressiveness, hysteria, and psychopathy in the MMPI profiles are related to the topics of the HPT. Sensitivity of gamers to fashion and folly topics can be interpreted as problems with communication, fear to look ridiculous, unattractive. Fear to look ridiculous proves that gamblers are maladaptive.

Keywords: gambling, schizoid personality, hostility, expectation of aggression, hostile image of the world.

Psychological well-being and mental health of adolescents

Persiyantseva S., Artemenkov S., Psychological Institute of Russian Academy of Education, Russian State University for the Humanities (Russia)

Video Presentation

Demographic, socio-cultural, technological information and communication changes in the country affect the mental state of young people, their emotional and psychological state, as well as the degree of their social adaptation and self-realization. Therefore, the study and understanding of the mechanisms that affect the psychological well-being and mental health of young people in a transitive society is a key and urgent task for modern psychology. Not only the personal development of young people depends on this, but also, more broadly, the socio-economic well-being of society as a whole. The purpose of the study is to study the factors affecting the psychological well-being, life satisfaction and mental health of young people. Psychological well-being and mental health were studied using – The scales of psychological well-being, Satisfaction with life scale, WHO5. Factors affecting well-being and mental health were studied using - Multiple stimulus types ambiguity tolerance scale-I; Hardiness questionnaire; General self-efficacy scale; Self-control scale; Test of meaningful life orientations. The study involved 68 students. 83.82% of this sample are students aged 17-18 (M=17.79; SD=0.41). Mathematical analysis was carried out on this sample of 57 teenagers. Results. Positive correlations were found between well-being and hardiness, involvement, control, acceptance of uncertainty and its preference. With an increase in life satisfaction, mental health, the well-being significantly increases. Negative correlations were obtained between well-being and inability to maintain positive relationships with others. Conclusion. Adolescents with psychological well-being and mental health are self-confident. They are convinced that their activities can change the situation for the better. They adhere to the principle "There are no failures, there is only experience." They have life goals and meaning in life. They are able to control their lives, freely make decisions, set goals and implement them in life. They believe that their life is interesting and emotionally rich.

Keywords: Hardiness, self-efficacy, tolerance, self-control, psychological well-being

Psychomotor harmonization of the child in the educational process

Mamina T., LLC "Scientific and Methodological Center" Owl-Nyanka" (Russia)

Video Presentation

The manifestation of dexterity and ingenuity determines the development of motor abilities and, as a result, the flexibility of thinking and other mental processes. Based on the level theory of N.A. Bernshtein, we identified the main structures of level violations for building work on the regulation of the psychological state of the child. A procedure was created for collecting and analyzing the psychomotor development of a child aged 4 to 12 years. We have classified psychomotor development, the classification was based on the theory of the level organization of movements by N.A. Bernshtein. Three necessary conditions for harmonious psychomotor development were identified. The first condition is “Feeling-doing”, level B. Development takes place within the boundaries of one's own body. With underdevelopment of level B, one can often observe uncertainty in behavior when interacting with the environment, on the other hand, vulnerability, which sometimes provokes aggressive behavior. The second condition is “I see, I do, level C. Development takes place in the environment, in active interaction with objects. With underdevelopment of level C, in most cases, problems of boundaries (bodily, social) are highlighted. In psychomotor terms, one can observe clumsiness, especially when interacting with space, in social terms: difficulties in getting into contact (excessive obsession or shyness). The third condition is "I represent-I do." Development takes place in the space of living communication, appropriation of the main signs and meanings of the cultural environment. With underdevelopment of levels D, E, poor attention, memory, orientation in the area, interaction with household items, and a decrease in social and emotional intelligence can be observed. The development of the child's psychomotor skills ensures the generalization of new motor commands and thought processes and, as a result, mediates the harmonious development of the child's states.

Keywords: sensory and motor integration, psychomotor, cognitive processes

Relationship between affect and intellect in the digital world: an instrumental approach

Martsinkovskaya T., Psychological Institute REA (Russia)

Video Presentation

Relevance The digital society has become a new challenge for the psychological theory and methodology. The specificity of the action of information as a special type of tool, related to different sociocultural contexts, was studied by A.R. Luria in Uzbekistan, as well as in comparative study of the primates and children held together with L.S. Vygotsky. Now we need a theoretical concept that could reveal new possibilities of cultural-historical psychology. Purpose of the study The development of global information networks leads to an increase in the volume of generalized information. This puts at the center of research already at preschool age the issues of information culture. The methodology of an instrumental approach is based on a transformed scheme a tool (sign) and on the idea of interiorization of the instrument-sign, which can be both - the information and the way of operationalizing new technologies. Research methods and sample Cognitive (L.Venger, pictogram), Social, Emotion (СAT), interview. Preschoolers 5-7 (each N=100) Main results The results of a three-year monitoring of the level of social, cognitive and emotional development of children aged 5-7 years showed the positive and negative consequences of socialization in the digital space. Learning in a mixed space, on the one hand, increases the overall intellectual level and, in part, creativity. On the other hand, lowers the level of verbal thinking. Emotional instability is associated with immersion in virtual games and cognitive barriers. An important aspect here is the attitude of adults to new technologies. Conclusion Empirical materials have shown that the inclusion of the Internet or virtual space in various activities changes the picture of behavior, while the more children get used to the distribution of time in different spaces, the more pronounced the tendency to use new spaces as tools.

Keywords: digital society, methodology, tool-sign, mixed space, interiorization

Representation of children's ideas about good and evil in the context of digital socialization

Akopian L. Samara branch Moscow city univer (Russia)
Akopov G. Samara branch Moscow city univer (Russia)

Presentation

An ambiguous assessment of the consequences of the use of "digital tools" by children in educational, cognitive and socio-communicative activities actualizes the problem of "digital socialization". In the studies of the cognitive sphere, multiple data have been obtained confirming a serious transformation of the consciousness of the “digital generation” (Soldatova G.U., Rasskazova E.I., Nestik T.A.). The purpose of the study is to determine the features of the moral consciousness of children and adolescents in the projection on the problems of good and evil (Popov L.M. and others). The questionnaire is aimed at identifying ideas about good and evil, as well as the characteristics of good and evil people. The sample consisted of 50 people: of them, primary school – 28, and teenagers - 22) of the school in Samara. The content of the representative components of children's consciousness is determined both in sign-verbal and figurative-symbolic forms. The level of generalization in the forms of verbal consciousness in children aged 8-9 is lower in comparison with adolescents aged 14-16. Kindness in children and adolescents is characterized by empathy, love, help to others; evil - causing suffering, intolerance, humiliation, violence, etc. Visual images of goodness in adolescents are predominantly symbolic (sun, heart, clouds); in the images of good there are warm tones of orange, yellow, green. Evil is depicted with menacing faces and symbols in black colors. The younger schoolchildren have fewer symbols in the image of good and evil, there are more human figures. In the figurative representations of children and adolescents, there is no clear representation of the "markers" of digital socialization in the subjective attitude to good and evil. It was also not possible to identify any signs of positive or negative "traces" of the social network activity of children and adolescents associated with the categories of good and evil.

Keywords: children, teenagers, good and evil, representation, verbal and figurative representation

Role of the family in the digitalization of childhood. Influence on academic performance.

Cruz Caceres S. de las M., Jimenez Figueredo J. E., University of Havana (Cuba)

Video Presentation

The new generations, unlike the previous ones, have their first encounter with new technologies at an early age. However, there are many myths and realities about their influence on academic performance and the behavior of children who later become adolescents and university students. This article proposes an approach to these issues and how they are evidenced in Cuba. We intend to show the necessary parent-school relationship in the digitalization process of childhood and its future impact on student academic performance. To achieve this objective, observation methods and techniques such as interviews and surveys were applied to professors and university students from four Cuban universities. Different age groups were selected, and along with the survey and professors' criteria, the following conclusions were reached. The use of ICT from an early age can have a positive impact on students' academic performance. However, it depends on the number of hours and the type of material to which the child is exposed. The role of both the teacher and the family is of vital importance to provide controlled access to information. When arriving at school, the child shows what they have learned at home. The school, as an educational institution that will develop and enhance their abilities, cannot achieve its objectives without the support of parents. Consequently, the interrelationship between parents and the school is essential for the complete development of the child. Parents should not only transmit theoretical knowledge to the child but also work on the development of social and technological skills that are essential for their future professional life. The development of soft skills such as communication, teamwork, leadership, and problem-solving are key to the child's future career success.

Keywords: digitalization of childhood, academic performance, parent-school relationship

Social-psychological effects of remote work in professional development and education

Sheveleva A., Rogov E., Southern Federal University (Russia)

Video Presentation

Introduction: The COVID-19 pandemic has forced many industrial and educational organizations to switch to a remote approach. Although remote work and education have some economic and organizational advantages, there are also some potential "pitfalls" reflected in the social activities, personal development and team’ interactions. Methods: The method of theoretical analysis of scientific and methodological sources in the fields of social, educational and organizational psychology was used. The authors’ attention was devoted to the remote forms of work and learning in “normal” conditions, in contrast to the forced transition to remote activity while providing anti-pandemic measures. Results: The socio-psychological effects manifests in three directions: 1) interaction and communication, 2) formal and informal groups and joint activities, 3) personal development. Interaction and communication include the impact of digital technologies on the information transfer within the teams and interpersonal contacts. The most consequences are increasing experience of isolation, virtual interaction with sense of anonymity, text forms of communication. The decreasing phenomena are role of visual non-verbal communication system and opportunities of feedback giving and reception. Formal and informal groups experience decreasing sense of grope identity and cohesion, loyalty to educational organization and involvement in joint activities, social support within group or organization. The some features of social activity expansion are multiple organizational membership and educational mobility. The difficulties in educational administrating relate to organization and coordination of joint work and result assessment. Personal manifestations are at the level of an individual system of values and interests, goals setting and achieving, individual behavior and subjective well-being, vocational choices and motives. Conclusion: Summing up, we can offer some recommendations for organizational and psychological support of learning, education and career counseling of school students in order to minimize or compensate the impact of negative socio-psychological effects of remote activity organization on learning groups and individuals.

Keywords: remote work, remote learning, remote teams, communication, verbal and non-verbal communications, interaction, group identity, team cohesion

Socialization of a child with special needs

Kladko E. GBU CSP "Formula Rosta" (Russia)

Video Presentation

In the modern world the problem of children inclusion has become very acute. Possibility to communicate is in high demand among children with special needs. Speech barriers can easily be overcome by using social networks and various chat rooms for communication. With virtual communication, shyness and avoidance of communication are reduced for both normal children and children with special needs. The objective of this study is to reveal positive tendency in communication in the Internet among children with special needs. The method of the study is the questionnaire which has been written and adapted for the respondents. The respondents are 20 persons (teenagers with special needs aged from 13 to 17). Main results: 3 respondents out of 20 have not changed their views on communication with their peers. Another 5 respondents have felt that shyness before communication has been reduced. The remaining 13 people have had positive interaction experience. They are willing to continue communication in social networks and have found online pen pals. Conclusion. The study has showed that social networking and messaging have a positive impact on the attitude of adolescents with special needs towards communication. Many children with special needs have speech spectrum disorders and have difficulties in starting informal communication with peers because of shyness, increased time of this communication. However, in virtual communication, these barriers are significantly reduced, the quality of social life, confidence, overall psychological state are improved. In addition, it is important that respondents "on the other side of the screen" (normal teenagers) have been willing to make contact, showed interest (which might not happened in everyday life) even if they never had prior communication with people with special needs. Therefore, virtual communication is effective as a way of establishing informal communication for children with special needs.

Keywords: socialization, mental health, communication, child with special needs, inclusion

Socio-psychological Adaptation in Adolescents with Internet-dependent Behavior

Mitrofanov I. (Russia)

Video

Relevance

The problem of a modern teenager is in building relationships with society and forming his adaptation in it. Digital technologies are changing the structure of a teenager's activity and his personal development.

The purpose of the study. The purpose of this study was to determine the stable Internet-dependent behavior in adolescents as a factor influencing socio-psychological adaptation.
Research methods and sampling.
1. S. Chen's Internet Addiction Scale (CTAS)
2. Questionnaire of socio-psychological adaptation, SPA. K. Rogers. Adaptation by A.K. Ositsky
The study was carried out on the basis of MOBU Secondary School No. 10 and No. 25 in Sochi. The mathematical analysis was carried out on a sample of 206 people, aged 14-16 years.

Main results

Of the 206 participants participating in the study, 52.5% have a tendency to develop Internet-dependent behavior, 16% belong to the group of formed Internet-dependent behavior, 31.5% have a low level.

According to the results of Spearman's rank correlation, statistically significant relationships were determined.
- 1) Internet-dependent behavior has an impact on interaction with other people, joint activity also indicates an increase in the rejection of the other as he is, recognition of his uniqueness and his shortcomings.
- 2) Intrapersonal problems are interrelated with the rejection of others, which affects self-acceptance, has reflections on the mental health of the individual and adaptation to the requirements of society.
- 3) The scale of intrapersonal and health-related problems, the influence of the Internet space on the establishment of the daily routine are interrelated with the individual's predisposition to the external form of the locus of control, when the tendency to attribute the causes of what is happening to external factors dominates. They are also interrelated with the level of adaptation of a teenager to existence in society. The level of adaptation is reduced.
Conclusion

The results obtained indicate that stable Internet-dependent behavior is a factor influencing socio-psychological adaptation. In this regard, the teenager prefers to spend more time where he experiences fewer difficulties.
Keywords: internet-dependent behavior, adolescents, socio-psychological adaptation.

SOCIO-PSYCHOLOGICAL FACTORS OF SUICIDAL RISK IN ADOLESCENTS IN CONDITIONS OF DIGITAL SOCIALIZATION

Kovshova O. Federal Budgetary Educational Institution Samara State Medical University of the Ministry of Health of Russia (Russia)

Video Presentation

Deviant behavior of a teenager is the result of a complex interaction of various factors. The socio-psychological study of the new digital generation is one of the most relevant topics both in modern science and practice. The purpose of the study: to determine the psychological characteristics, emotional state and suicidal risk of adolescents in the context of the digitalization of society. Research methods. clinical conversation. Questionnaire of suicide risk. Pathocharacterological diagnostic questionnaire (PDO) for adolescents based on the classification of character accentuations by A.E. Lichko (1970). Suicidal risk questionnaire by A.G. Shmelev, modified by T.N. Razuvaeva (1993). The method of diagnosing socio-psychological adaptation of K. Rogers and R. Diamond in the adaptation of A.K. Osnitsky (2004). Test "Family sociogram". Correlation and regression analysis of suicidal risk factors. The study involved 50 adolescents from secondary school No. 36 in Samara, aged 14 to 16 years (29 boys and 21 girls). All 50 surveyed adolescents actively use available online resources as sources of educational and entertaining content, and online communication platforms. Reliably significant psychological factors of suicidal risk in adolescents in the context of digital socialization have been established, such as: affectivity, failure, social pessimism, breaking down cultural barriers, maximalism, negative time perspective, labile, psychasthenic and sensitive types of accentuations, dysfunctional family relationships. Based on the data obtained, a mathematical regression model for predicting suicidal risk was developed, which included significant psychological factors: IP) - (0.096 * A) + (1.517 * NVS), where D - demonstrativeness, SP - social pessimism, M - maximalism, C - sensitive type of accentuation, IP - a tendency to true suicide, A - adaptation, NVS - violations of relationships in family. Thus, the behavior of adolescents is the result of a complex interaction of socio-psychological factors, in the development of which digital socialization plays a significant role. We have analyzed that digital socialization today, on the one hand, helps the process of personality formation, its adaptation and integration in society, and on the other hand, there is the emergence of new risks in the online environment: content, communication, consumer. The high reliability of the forecast in the model of the formation of suicidal risk was established, which is 80%. Early detection of suicidal risk in modern adolescents of the new digital generation makes it possible to carry out timely prevention of suicidal behavior.

Keywords: adolescence, digitalization, emotional state, socio-psychological adaptation, mathematical regression model of suicide risk prediction

Some aspects of digital socialization of preschool and primary school children (results of an empirical study)

Smirnova S., Klopotova E., Moscow State University of Psychology & Education (Russia)

Video Presentation

Digital childhood is determined by a special social situation of the development, since the persistent use of digital devices affects all spheres of contemporary children’s life. The Center for Interdisciplinary Research on Contemporary Childhood of MSUPE conducted an empirical study aimed at identifying the peculiarities of parents’ position regarding the use of gadgets by their children. Questionnaires were developed for parents of preschool and primary school age children. The sample consisted of 6882 respondents from different regions of Russia. The data obtained suggest that most children get access to digital devices at preschool age with the permission of their parents, as a rule, for entertainment and the development of individual mental functions. Digital devices begin to perform the socializing function at primary school age, when the functionality of their use significantly expands, and they start being used to solve such age-related tasks as communication and learning. Most Russian parents of preschoolers take a conscious position regarding their children’s access to digital devices, allowing or completely prohibiting children from using them. However there are parents who lack a consistent strategy in providing digital devices to their children. They have difficulties in organizing their children's interaction with various types of digital content. At the same time, parents rarely rely on professional recommendations concerning the organization of the child's interaction with digital devices. The revealed contradiction emphasises the importance of elaborating recommendations for organizing children's interaction with digital media as a tool that allows them to effectively solve socialization tasks.

Keywords: digital media (devices), preschool age, primary school children, parents’ attitude, social situation of development, digital socialization

Some ideas for digital support of students’ actions in preschool and first-grade counting

Lobanova A., Vysotskaya E., Yanishevskaya M., Psychological Institute of Russian Academy of Education (Russia)

Video Presentation

The use of digital support for preschool and first-grade education is an urgent and disputable question. It is thus even more important to analyse the content of actions, which we plan for students to acquire. Only then it is possible to assign the appropriate functions to a software. In our study we followed Davydov’s analysis of the action of counting as a prerequisite for the wholesome Maths curriculum design. Our research aim is to study the psychological conditions for preschool and first grade students to acquire and appropriately perform a possible procedure of counting, required for the number-concept formation. We exploit the context of adding or removing some tokens to the “hidden” amount, signed with the corresponding number - so that the students cannot count each object directly. We have devised the general comprehensive view of the necessary support for mediated “counting up” and “counting down” and the series of tasks, varied according to modifications suggested in Galperin’s theory of planned step-by-step formation. We have conducted two cycles of experimental teaching (over 20 hours each, 10 participants in total, 6 years of age). The data collected (video-taped classroom discussions, students’ drawings, pre- and post-test diagnostics) showed significant progress and allows us to consider our hypothesis on the content of students’ actions as a feasible perspective for future research. Moreover, the analysis of the content of actions, which will presumably provide children with a solid basis for number-concept development, defines particular requirements for the digital support design. The computer is to provide the place to work with suitable tokens and special modelling means, the “unbiased” feedback on whether the calculated answers suffice, and the opportunity for teachers to vary task conditions as planned.

Keywords: preschool and primary Maths, counting, digital support of actions, developmental instruction approach

Spatial organization of the shcool environment: sustainability environmental friendliness in the era of digitalization

Panyukova Yu., Alexandrova E. Psychological Institute of the Russian Academy of Education (Russia)

Video Presentation

The relevance of the topic of the spatial organization of the school environment in the context of sustainability and environmental friendliness in the era of digitalization is due to the need for reflection in the field of the relationship between the didactic specifics of educational practices in the era of digitalization and the spatial organization of the school corresponding to this specificity. The purpose of the study is to review theoretical and empirical, mainly foreign studies on certain aspects of the organization of the spatial environment in the context of digitalization with an emphasis on the psychological well-being of schoolchildren. The main results can be attributed to the allocation of the same directions in the field of organization of the spatial environment of the school, such as the mobility of the school environment, adaptation to the needs of schoolchildren, orientation to free communication of subjects, flexibility of the spatial locations of the teacher, the availability in the environment of opportunities for activity and risk. As an independent aspect of the organization of the spatial environment of the school in the era of digitalization. Another component of the research we analyze is the appeal to the indicators of psychological well-being, interconnected with the selected parameters of the organization of the spatial environment. In the system of indicators of psychological well-being, psychological ones are distinguished (involvement, enthusiasm, attachment to the environment); socio-psychological (communicative competence, trust, cooperation); academic (involvement, cognitive resources, academic achievement) and pro-environmental (pro-ecological attitudes and focus on resource-saving technologies).

Keywords: digitalization, school environment, spatial organization, sustainability, psychological well-being.

TestU.online - adolescent psychodiagnostics platform

Kupreev P., Laboratory of Self-Development Systems (Russia)

Video Presentation

Recently, there has been an increase in the level of stress, depression and aggression among the population, especially among students of general education institutions. To date, there are no solutions that track the psycho-emotional state of students, allowing them to build predictive models of behavior of schoolchildren, as well as solutions for high-quality, with the possibility of maintaining anonymity, psychological support. Psychologists in these institutions spend at least 50% of their time distributing and checking tests and methodological materials. The created solution is a platform that allows you to optimize the psychologist's time and increase the effectiveness of psychological care in educational institutions. The main problems: 42% of schoolchildren are in a state of depression (FSAI “NMRC of Children's Health” Ministry of Health of Russia (2020)); 31% of schoolchildren experience a high level of stress (RNMC (2019)); 40% of schoolchildren show aggression (RNMC (2019)); The solution is a platform that provides the following functionality. Psychologists: - Video consultations and chat - Validated tests - Test Constructor - Tips for schoolchildren - Analysis of test results For the school management: - Analytical reports by filters: region, school, class, gender, age - Real-time statistics of results - Identification of abnormal patterns of behavior and conflicts in real time For schoolchildren: - The "need help" button - Anonymous consultations - Advice from a psychologist - Modern interface Technology: A web–based solution with a nested CRM system, as well as machine learning methods for creating predictive behavior models. The main value of this solution is to reduce the time of the psychologist for the distribution and verification of tests, which will allow more time to devote to consultations. Students will also have the opportunity to request the help of a specialist, including anonymously. Such approaches can reduce the level of aggression and stress among students of general education institutions.

Keywords: psychodiagnostics, deviant behavior, teenagers

The connection of emotional and spiritual and moral development of preschool children in the conditions of digitalization

Evseeva O., Zaiceva D., Novik N., Kazan (Volga region) Federal University (Russia)

Video Presentation

In the modern world, the use of digital technologies in various spheres of human life is widespread. The digital environment allows the subjects of education to make the process of acquiring knowledge more interesting and effective. We were interested in the topic of the impact of digitalization not only on the intellectual, but also emotional, spiritual and moral development of children. The purpose of our research is to identify the relationship between the emotional and spiritual and moral development of preschool children in the conditions of digitalization. In the course of the study, we selected diagnostics aimed at determining the level of emotional and spiritual and moral development. The first include techniques such as the Lusher color test and "Unfinished sentences", the second – techniques "Losing lottery" and "Plot pictures". Diagnostics were selected taking into account the age and individual characteristics of children. As a result of the study, we noticed that with repeated diagnosis, the children's indicators improved. In this regard, it can be concluded that the use of digital technologies has a positive effect on the emotional and spiritual and moral development of preschool children. This is because children are interested in a new format of conveying information and learning life lessons. Thus, the hypothesis of our study was confirmed.

Keywords: Emotional development, spiritual and moral development, digitalization, preschool children

The development of adolescents subjectivity in a digital environment

Dzhanashia A., Mogilev State A.A. Kuleshov University (Russia)

Video Presentation

The development of digital technologies and artificial intelligence (AI search chatbots) “offer” a person autonomy in self-development, while at the same time deforming independence. The most important component of self-education and self-development is minimized - communication with another person: a complex, multifaceted process of establishing and developing contacts between people, the perception and understanding of another person, and therefore myself. Speech is a tool for the child to acquisition his own affects, behavior and activities (L.S. Vygotsky). Our own experimental studies showed that the adolescents in 2007 (N=157) and to a greater extent in 2020 (N=315) found it difficult to clearly articulate their intentions, the reasons for successes and failures in self-education. Probably, their growing immersion in the digital environment, which “offers” the simplification of performing routine, but “human” actions: oral and written speech, is affecting. The current trend towards content visualization requires the user to only operate visually, in which speech is used minimally. Fluency and awareness of reading are lost, which entails difficulties in reflecting one's own feelings, desires, intentions. There are problems with volitional self-regulation, which requires reinforcement first by external and then by internal speech; as a result, instead of overcoming obstacles, there is a refusal of activity. The formation of subjectivity in this case is delayed, occurs discretely. In adolescence a real adult loses its significance and exclusivity as a source of knowledge and experience. The problem also lies in the way in which knowledge and experience are transferred from an adult to a teenager, especially in such a complex and, at the same time, typical activity for the latter, as self-education. Cooperation between an adult and a teenager is possible under the following conditions: the independence of the teenager's intention to engage in self-education, the specificity of activities, the specifics of adolescence.

Keywords: adolescent, person, intention, self-education, assistance, speech, will

The efficacy of foreign language vocabulary acquisition dependent on type of classroom and study materials

Ryseva K., Kovalev A., Lomonosov Moscow State University (Russia)

Video Presentation

Relevance. Increasing digitalisation of education requires accessing the efficiency of study materials used in traditional and digital classroom. The given research answers this challenge. Purpose of the study. The aim is to compare the efficacy of traditional and online class environment along with the usage of text/online dictionaries as the primary source of information during the completion of lexical tasks at the lesson of a foreign language. Research methods and sample. In the research participated 152 school students who successfully partake in intellectual contests and Olympiads (mean age 15,02; SD=1,5, 31,57% male). An authentic article from the Guardian was adapted to 3 CEFR levels using TextInspector, 30 most frequent words from the text were chosen for each level and 5 lexical tasks were created for B1, B2 and C1 levels. The tasks were completed by students either with the text or online dictionaries. Pre- and post-tests on these vocabulary units were compiled in the format of the Computer Adaptive Test of Size and Strength (4 types of questions: productive and receptive recall, productive and receptive recognition). Main results. The type of classroom did not influence the efficacy of vocabulary acquisition (p>.05). Using online dictionaries appears to be more efficient in an online classroom (t=-2.3, p=.024), while using a text did not have any significant influence (p>.05). Conclusion. Students, who successfully participate in intellectual contests, can effectively study both in offline and online classroom. When studying in a traditional classroom, the type of study materials does not influence the efficacy of vocabulary acquisition, however in an online classroom online dictionaries appear to be a more preferable option.

Keywords: digital classroom, vocabulary, online dictionary, prodigy children, EFL, ESL

The feeling of loneliness in children: data from the survey of children and parents in the project «Children Wellbeing Index»

Tarasov I., Elena and Gennady Timchenko Charitable Foundation (Russia)

Video Presentation

The feeling of loneliness is a multiple phenomenon, that affects many sides of children’s wellbeing. Due to realize “Russian Child Wellbeing Index” project since 2021 Elena and Gennady Timchenko Charitable Foundation has been collecting “children’s voices” – the survey data of children at the age 10-17 and their parents. This information allows us to talk about wellbeing from six points of view - domains: education, health, material wellbeing, self-realization, security and social relations. Apart from main questions for indicate domains values, there are some supplementary questions, needed for better and wider understanding of wellbeing. One of them is “How often do you feel yourself lonely?” in children’s questionnaire, and same one in parents’ questionnaire. So, the report is based on analysis of 230 000 children and their parents responds regarding the feeling of loneliness. The main outcome is – there is a stable connection between the regularity of the feeling of loneliness and general children wellbeing. Students, who often feel themselves lonely also think that their classmates threaten them worse, they more frequently encountered with bulling, at home their parents scream at them more often, than in typical families and the number of scandals in their families are also bigger. The main risk factors for loneliness are identified - the inability to be heard by parents and adults (to a lesser extent this applies to peers), as well as psychological or even physical violence against a child. Moreover, children’s loneliness relates with such parameters as overall life satisfaction, the presence of their own items and a room, the presence of bulling at school and some others. In comparison with children responds parents’ assessment often belittle role of positive factors and exaggerate role of negative features. Especially it is true for question about relations between the child and his family.

Keywords: Children Wellbeing, Children Wellbeing Index, evidence-based policy, survey

The image of the child in the minds of future teachers

Lukina A., Siberian Federal University (Russia)

Video Presentation

Relevance. The article shows that the adequate holistic image of the child is a necessary condition for successful pedagogical activity Purpose of the study This study is aimed at studying the actual image of the child in the minds of students who are beginning to prepare for pedagogical activities. Research methods and sample, The study was conducted during the seminar by the method of content analysis of associations with the image of the child in students - future teachers. Work on the concept of "Child" was based on the principle of actualization of students' associations with the image of the child. Students developed their associations, presented them at the general plenum. The discussion was based on the principle: highlighting the main / general, unexpected / singular in the ideas about the child, the risks and resources of modern childhood Main results The main characteristics of the child's image obtained in the course of content analysis: 1. a scarce approach to the child as a non-reliable, immature being; 2. the child's dependence on others, adults; parents are mentioned very rarely; 3. Lack of interconnection of children, absence of the category of friendship and "horizontal" ties; 4. understanding the child as a contradictory and complex being; in this approach, the value judgments of "good-bad" are strong 5.the child as a real developing, revealing his potential. The main risks for the development of the child, according to students: 1. Risks associated with various types of violence against the child: physical, verbal, pedagogical 2. fear, fearfulness, anxiety, uncertainty, helplessness. 3.external negative circumstances of life: instability, injustice, negative people and the development environment, helplessness, 4. risks coming from the child himself, his youth and inexperience: recklessness, unselfishness, unwillingness of the child, irresponsibility, closeness Conclusion. Some approaches to the formation of an adequate image of the child are described.

Keywords: the image of the child; child; pedagogue; education; Adults; anxiety

The impact of digitalization on children with severe speech disorders (SSD)

Fomina A., school №1392 (Russia)

Video Presentation

The topic of the impact of digitalization on children with severe speech disorders (SSD) is relevant, because every year more and more children start using smartphones, tablets and computers to learn, play and communicate with other people. However, children with SSD may be particularly vulnerable to the negative effects of digitalization. Therefore, the issue of the impact of digitalization on children with SSD is important for parents and teachers. Digitalization has a huge impact on various aspects of the lives of children with severe speech disorders. One of the main advantages of digitalization for such children is the possibility of using special programs and applications that help them develop speech and communication skills. For example, special educational applications for children with speech disorders that help them learn to pronounce sounds and words correctly, as well as develop reading and writing skills. Such applications can be used as an addition to regular classes with a psychologist, and as an independent tool for speech development. Observation of children with SSD has shown that the use of a computer optimizes the process of speech correction, and also contributes to the harmonization of child development. Thanks to the use of information and communication technologies in psychological work, the cognitive activity of children increases. The use of presentations, computer technologies increase the effectiveness of correctional and pedagogical work. However, despite all the advantages of digitalization, its impact on children with severe speech disorders can be ambiguous. Studies conducted on this topic have shown that excessive use of digital technologies can lead to deterioration of communication skills in such children, they will be inactive and obese, will have difficulty sleeping and show aggression, as well as to inhibit their development in general. In addition, modern children are very susceptible to "clip thinking", which arises in response to the abundant flow of information. In general, the impact of digitalization on children with TNR depends on how this technology is used. Parents and teachers should ensure the correct use of gadgets and programs, as well as control the time spent by children in front of the screen. This will help to avoid possible problems and maximize the opportunities provided by digitalization.

Keywords: severe speech impairment, digitalization, adaptation

The impact of teenagers' internet involvement on their emotional intelligence.

Dudareva A., Municipal Budget Educational Institution "Children and Youth Center" of Petrozavodsk City District. (Russia)

Video Presentation

Modern teenagers are the first generation whose adolescence is directly linked to digital technology. The question of whether high internet activity has an impact on psychological and emotional development is actively discussed among doctors, psychologists, and educators. Emotional intelligence is linked to adolescent adaptation, psychological well-being, and academic achievement. It has been found that teenagers with high levels of emotional intelligence demonstrate more productive coping styles, and the ability to understand and manage their emotions is a basic soft skill. The goal of the study was to identify the relationship between the level of emotional intelligence development and internet involvement among teenagers. The methods used were a questionnaire to determine the adolescent's internet activity and the first subtest of Guilford's Test of Social Intelligence. The sample consisted of 400 teenagers from 6th to 9th grades from different regions of the Republic of Karelia. The results indicate a relationship between the level of emotional intelligence development in teenagers and their internet involvement. It was found that the higher the child's internet involvement, the lower their emotional intelligence. The data obtained during the study suggests that to optimize work with teenagers, it is necessary to understand that online interaction with them is currently the most effective format. This is why it is important to develop programs for the development of emotional intelligence for teenagers using the internet. The research described in this publication was made possible in part by R&D Support Program for undergraduate and graduate students and postdoctoral researcher of PetrSU, funded by the Government of the Republic of Karelia.

Keywords: Teenagers, school, emotional intelligence, internet, internet involvement

The main characteristics of the intellectual and personal development of modern children of primary school age

Joukova E.S., Bogoyavlenskaya D.B., Artemenkov S.L. Psychological Institute of the Russian Academy of Education (Russia)

Presentation

The relevance of this work is dictated by the concern of the pedagogical and psychological community with the difficulties in teaching modern children. Comparison of the results of studies of different years made it possible to see the main characteristics of the intellectual and personal development of a modern student. The purpose of the study was to compare the mental and personal development of students in grade 2 with a difference of 10 years. Research methods and sample. The study was conducted using the "Creative Field" method (D.B. Bogoyavlenskaya) and the "Standard Progressive Matrices" test by J. Raven. The sample was 90 people: 50 people in 2013 and 40 people in 2022-2023 years. The main results indicated that it is more difficult for modern second-graders to master new activities. Raven's test also showed a decrease in average intelligence values among modern schoolchildren. At the same time, their level of sensorimotor coordination did not differ from their peers 10 years ago. We also observed a decrease in cognitive motivation. Modern children demonstrated almost no ability to develop activities on their own initiative. Conclusion. The analysis shows a trend towards a decrease in the general characteristics of thinking in modern children of primary school age. It is more difficult for them to preserve the mode of action, its transfer to new conditions (spatial and metric), generalization of action in the absence of a difference in the level of sensorimotor coordination. The most important is the change at the motivational-need level, which leads to a decrease in the ability to be creative. The revealed differences probably need to be assessed in terms of social influences. The obtained data allow us to speak about the social situation of a child's development 10 years ago as more favorable than today.

Keywords: Keywords: learning ability, intelligence, ability to develop activities on the initiative of the subject, primary school age

The relationship of cyber-aggression with the characteristics of the digital experience of adolescents

Antipina S., Secondary school 377 (Russia)

Video Presentation

The presentation includes the results of a study aimed at studying the relationship between the propensity for various types of cyber-aggression and the digital experience of adolescents. Electronic and mobile communication devices have become an important means of socialization of them. Most teenagers reported using mobile phones for instant messaging. It is teenagers who are characterized by significant risks associated with deviant behavior in the Internet space – cyber-aggression. Thus, the purpose of our study was to study the relationship between the propensity to display cyber-aggression and digital experience in a sample of adolescents. Is the time spent on the Internet and the frequency of social media use a risk factor for cyber-aggression? The experimental study involved 421 adolescents. The manifestation of cyber-aggression in our study was studied using the questionnaire "Typology of cyber-aggression". The assessment of the involvement of teenagers in Internet communication was implemented by the questionnaire. The results of our study indicate that teenagers are interested in online communication. Simultaneously, they assess their experience of online aggression as quite rare. Strong correlations are found between the indicators of cyber-aggression and the characteristics describing the digital experience of adolescents (0.13 ≤ rs ≤ 0.41 at p ≤ 0.01). The relationship between the propensity to cyber-aggression and the digital experience of adolescents is more mediated by age than by gender. According to the regression analysis, it was revealed that the time spent on the Internet is a significant predictor of the manifestation of their cyber-aggressive behavior. Thus, the results of the study should be used to teach teenagers safe behavior on the Internet, while preventive and correctional programs of cyber-aggressive behavior of adolescents should take into account age-specific manifestations of aggression in the Internet.

Keywords: cyber-aggression, adolescents, digital experience, social network, Internet communication

The representations of primary school students about self-regulation and the ability to realize it in experimental conditions

Stankevich O., Belarusian State Pedagogical University named after Maxim Tank (Belarus)

Video Presentation

Modern primary school students, entering school and mastering a new type of educational activity for them, face certain requirements that were not previously presented to them. The aim of the research is to study the representations of younger schoolchildren about self-regulation and their ability to carry it out in the conditions of a modeling experiment. Research methods: surveys (questionnaire "Style of self–regulation of children's behavior (2) - SSPD-M2" (V.I. Morosanova)) and the method "Psychomotorography" (M.A. Kremen, V.E. Morozov). The research involved 187 primary school students. As a result of the survey, it was found that younger schoolchildren assess their ability to self-regulate at a high level. When performing tasks of the modeling experiment, the survey results were not confirmed. In the presence of a hint in the process of completing tasks, participants show an acceptable (57.2%) and a good (42.8%) level of self-regulation, however, in the absence of a hint, self-regulation in the majority of younger schoolchildren is expressed at an acceptable (89.8%) level, the smallest number of participants have a good (10.2%) level of self-regulation. In the process of solving the problem of the first stage (if there is a hint) of the methodology, students organize their behavior and activities better than in the second stage (if there is no hint). It is worth noting that the older the respondents, the better they cope with the task if there is a hint, but not absence. We believe that the students who took part in the study have not yet replaced external control with internal self-control. Thus, the results of an empirical study confirm the relevance of the study of self-regulation in primary school students, including as one of the factors of mastering educational activity and its regulation, and can be used by primary school teachers, psychologists, researchers.

Keywords: self-regulation, primary school student, educational activity, experiment

The role of gadgets in the lives of children from 5 to 11 years old

Isachenkova M., The Herzen State Pedagogical University of Russia (Russia)

Video Presentation

The computer, mobile phone, Internet, social networks, IT tools over the past 20 years have fundamentally changed the world around us and turned from luxury items into ordinary components of everyday life. It is no longer possible to imagine a modern family without such devices as a smartphone, tablet or computer. Children, from birth, watching the lives of adults, begin to be interested in gadgets. For example, a modern child can see that parents use computer technology more often than they read books. The purpose of this study is to assess the real picture of the interaction of children from 5 to 11 years old with gadgets. Methodology. In the context of post-COVID restrictions, it was decided to first conduct an Internet survey of children. A questionnaire was developed for children of senior preschool and primary school age. In 2022, 120 people aged 5 to 11 inclusive took part in the survey. The survey revealed that 66.7% of the children surveyed have their own gadget. A greater number of children aged 5-11 years who do not have their own gadget are accounted for by boys - this is 36.2%, against 29% of girls. At the age of 5, 6% of children have their own gadget (this is 1 child out of 17), and at 11 years old, 100% of the children surveyed already have a gadget. More than half of the surveyed 11-year-olds have their own account on a social network, but only 80% of them communicate with friends online. To the question “If you have free time, what will you choose?” 53.1% said they would choose screen time. The main conclusion of the work is that at the moment children are mostly accustomed to the passive absorption of digital information and do not use gadgets for cognitive development.

Keywords: Сhildren from 5 to 11, cognitive processes, tablets, smartphones, social media, internet

The transition to secondary education: re-thinking the background of the place-value counting

Vysotskaya E., Lobanova A., Yanishevskaya M., Psychological Institute of Russian Academy of Education (Russia)

Video

The difficult period of transition between primary and secondary school demands deep “re-thinking” of the content of school curricula, mathematics in particular, - thus, that the principles of place-value computations (our current study subject), would not only conclude the elementary school, but would make a solid foundation for students’ further promotion. The mistakes students make, while using the “well-learned” decimal system, stem from their miscomprehension of the structure and the arrangement of “positional” counting. Thus, following Davydov, we suggest the reconstruction of the place-value origin by organising and scaffolding students’ own learning actions in other-base counting systems. Our research question is to discover and describe the psychological conditions for students’ acquisition and appropriate application of the place-value concept in various critical computational tasks. For this purpose we have devised a wide range of task conditions, which were modified according to the principles suggested by Galperin, in order to keep the orientation procedure in demand and thus achieve the desired consciousness of thinking. These tasks were embedded into the “intergalactic” storyline, so that students would join the “cosmic voyagers” on their expedition, as they have to calculate the exact amounts of “cosmo-fuel” for different-base counting systems. We have conducted several cycles of experimental teaching (about 50 hours each) according to the materials and instruction, which we have designed: a total of 20 students (10-12 years of age, 4th-6th grade) comprised our sample. In our investigation we followed the “planned formation” method of Galperin and the traditions of the developmental instruction design (according to Elconin and Davydov). The results of the teaching series proved the potential of the content and the computer support, which we have developed, for the promotion of mathematical literacy and for overcoming the formalism of the calculation procedures, adopted in primary school.

Keywords: digital support, place-value principle, transition between primary and secondary school, developmental instruction approach

Using a smart speaker in the educational process of preschoolers

Polyakova A. Federal State Autonomous Educational Institution of Higher Education “Kazan (Volga Region) Federal University, Institute of Psychology and Education” (Russia)

Presentation

The relevance of the study: the introduction of modern technologies, namely smart speakers, in preschool education The purpose of the study: to develop methodological material for teachers and parents on the use of "speakers" in all educational fields. Research methods: questionnaire, comparison, analysis, observation. Sample: parents - 604 people, teachers - 268. When analyzing the parents' questionnaire, it turned out that more than half use speakers at home, but not all of them know what range of games the system offers. At the same time, 93.3% of parents support the use of modern technologies within the walls of a preschool educational organization. And 57% of respondents consider the introduction of a smart speaker in kindergarten possible. When analyzing the questionnaire of teachers, it turned out that 77% of respondents would like to use a smart column in the classroom, but only 62% know how to use it. The use of smart speakers in preschool organizations will undoubtedly affect the quality of education and development of the child.

Keywords: Preschool education, preschooler, smart speaker, modern technologies, educational process, teacher, parents, digitalization

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Bi and multilingual development: opportunities and risks
Big Data in childhood studies
Bullying and cyberbullying: research and prevention methods
Child development in a multicultural context
Child health in the context of digitalization
Children's mental and physical health
Current trends in the digitalization of the educational process
Digital socialization of a child at different stages of development
Digitalization of educational process: challenges and perspectives
Ecological consciousness and sustainability
Educator and digital technologies: experience of use and effective practices
Emotions, cognitions and behavior in the age of global digitalization
Family context and the adult as a mediator of the digitalization of childhood
Philosophy of childhood
Philosophy of digital education
Psychological science to help digital app developers and children's content creators
Psychology of assimilation of mathematics in kindergarten and at school
Psychology of play and toys
Psychotherapy in the context of digitalization
Self-regulation and psychological well-being
Socialization of the child in the digital world
Sustainable development and ecological consciousness in the context of digitalization
The Childhood Phenomenon in an Interdisciplinary Research Context
The Family Context of Digitalization of Childhood
The impact of digitalization on cognitive and emotional development of children
The Psychology of Play: traditional forms and the latest developments

Materials

Book of Abstracts

Conclusion

Relevance

Main results

Conclusion