Features of the use of digital technologies for the development of older preschoolers in the context of family education

Features of the use of digital technologies for the development of older preschoolers in the context of family education

Shumakova N. Psychological Institute of the RAE (Russia)
Belova E. Psychological Institute of the RAE (Russia)
Digital technologies, preschool children, family education

The study of the influence of digital technologies, as a component of the educational microenvironment, on preschool development is one of the topical areas of modern psychology.

Our research was aimed at identifying the features of the use of digital technologies (computer / tablet) in family education and studying their influence on the intellectual development of older preschoolers.

Participants: 184 children of 5-7 years old (90 boys, 94 girls; Mage=6.79, SD=0.31) and their parents (predominantly mothers: 157 mothers, 27 fathers).

Methods: Express-Diagnostics of Intellectual Abilities; special technique for revealing the creative and intellectual potential of children; a survey of parents.

Results. In the families of the majority of preschoolers (95.65%), digital technologies are used for their development. The frequency of use varies: 1-2 times a week - (39.74% of children); 3-4 times a week (40.34%); 5-7 times a week (19.89%). Parents set time limits for children: 48.3% of preschool children spend no more than 20-30 minutes at the computer, 46.59% spend from 30 minutes to an hour. But there are parents who allow their children to spend more than an hour at the computer (5.11% of preschool children).

When parents choose computer programs / games, preference is given to those that develop logical thinking (73.3% of preschoolers), memory (52.84%), counting skills (52.27%), and reading (50%). Different types of coloring are also in demand (52.84%).

Using a one-way ANOVA, it was found that preschoolers who spend at the computer 1-2 times a week show a significantly higher level of development of intellectual abilities than their peers who use the computer more often (F=4.623; p=0.01).

The results obtained confirm the importance and necessity of a comprehensive analysis of the use of digital technologies in family education of preschoolers.


Russian Psychological Society

e-mail: ruspsysoc@gmail.com


Federal Scientific Center for Psychological and Interdisciplinary Research,
Moscow, Russia

e-mail: forumdigitalchildhood@gmail.com

Psychology Department of MSU

Psychology Department of the Lomonosov Moscow State University,
Moscow, Russia

e-mail: psy@psy.msu.ru