Materials

Game is a principal activity of children and is always present in human life, being one of the most important elements of childhood. Currently, new games and toys appear at a warp speed and their influence on the formation of a child's personality has not been fully studied. The problem of development of personality characteristics of teenagers has always been in the center of attention of scientists and still occupies an important place in psychology. The purpose of the empirical study is to identify the relationship between the games and toys preferred in childhood and the personality of a teenager. The main hypothesis of the study was that there is a relationship between the personality of adolescents and the games and toys that they preferred in childhood. We also put forward a specific hypothesis that the features of toys and games are interconnected with the personality of teenagers. Our study involved 49 15-18 years old adolescents (25 girls and 24 boys). Respondents were interviewed through online and offline testing, using such techniques as "Personal Differential", "Q Methodology", and "Ways to overcome negative situations" as well as the questionnaire developed by the author.

The study found that the features of toy do not play a big role for a teenager’s personality formation while the characteristics of game are decisive.

The sudden shift in the child's ratio between real and digital worlds due to the pandemic has raised the question of the benefits and harms of gadgets and the conditions of their use at different stages of ontogenesis. Forced to study online and then do homework using a computer, schoolchildren violated all norms regarding healthy lifestyle.

The aim of this study was to describe the reality of children under 11 in the digital world and to create evidence-based recommendations for teachers and parents regarding the norms of gadget use for different ages and the conditions under which this interaction will promote the cognitive development of a child of a particular age.

An online survey of parents and children was conducted to realise this objective. Two questionnaires were developed, one for parents (to describe the gadget situation of pre-school children) and one for school-age children. The data were analysed using spss software. A total of 866 parents and 32 children participated in the survey.

It was shown that 10.2% of children under the age of four had their own gadget. More than half of children (53.7%) were introduced to a gadget before the age of two, and 4.5% of children received a gadget before the age of six months. 64.4% of parents admit that they give their children a gadget to do their own thing or to rest from their children. 37.5% of primary school age children have a social network account, and only 10% of them have an account with their parents, others do it themselves. The main conclusion of the work is that parents are ignorant of the possibilities of today's digital world aimed at creating apps for the cognitive development of the child, and thus accustom the child to the passive absorption of digital information.

Objective. To investigate the correlations among screen time,outdoor activity time,and the physical health of preschoolers,so as to provide suggestions for formulating interventions to prevent myopia and obesity of children.Methods A cross-sectional study was carried out in Shenzhen city. A representative sample of 5 226 preschoolers and their caregivers were recruited by a proportional stratified cluster sampling. Data were collected by the Chinese early human capability index( CHe HCI),children's media use in daily family life questionnaire,and body mass index( BMI). Linear regression and binary Logistic regression models were used to analyze the effects of screen time and outdoor activity time on physical health of preschoolers.

Results. Preschoolers spent( 110. 30±90. 67) min/d on screen and( 61. 11±41. 16) min/d on outdoor activity. And 5. 47% of preschoolers were overweight. Screen time negatively predicted preschoolers ' physical health,while outdoor activity time positively predicted preschoolers ' physical health of CHe HCI. There was no significant association between outdoor activity time and overweight of preschoolers.

Conclusion. This study suggests parents might need to reduce preschoolers' screen time and increase outdoor activity time to promote the physical health development of preschoolers.

Relevance. The increased pace of knowledge acquisition in the learning system determines the need to develop more effective educational practices in comparison with the traditionally established ones.

Purpose: to establish quantitative and qualitative predictors of knowledge in the process of forming the information culture of preschoolers, which can be used as the basis for the activities of specialists in the field of preschool education to prepare educational information offered to preschoolers for mastering, in order to ensure high results of their training.

Methods: 1) theoretical analysis of research results presented in literary sources; 2) textual methods of knowledge extraction; 3) pedagogical experiment; 4) expert evaluation method; 5) mathematical and statistical processing of the results of pedagogical experiment.

Selection. The psychological and pedagogical experiment involved children of senior preschool age (6-7 years old) in the number of 24 people (11 boys, 13 girls) belonging to the main medical group. The experts were preschool teachers in the number of 3 people with at least 20 years of work experience.

The main results. The frequency of information presented to preschoolers contributes to an increase in the amount of knowledge they acquire, and a decrease in the repeatability of predicates in the text significantly reduces not only quantitative, but also qualitative indicators of the assimilation of the proposed educational material. An increase in the qualitative indicators of the knowledge acquired by preschoolers, expressed through the observance by preschoolers of a given sequence of sentences included in the proposed texts. The difference in the reproduction of the predicates perceived by preschoolers contained in the texts was 1.29 points, and the sequences were 1.83 points.

Conclusion. Using the example of two texts in the course of a psychological and pedagogical experiment, the possibility of applying the proposed solutions was demonstrated, which allowed us to conclude that it is advisable to use a universal method of constructing educational information in the process of forming an information culture, in particular, its cognitive component. In an empirical study, the cognitive abilities of children using psychodiagnostic methods were not studied, only the results of a pedagogical experiment were presented. However, this material, in our opinion, should form the basis of the activities of pre-school specialists in preparing educational information offered to preschoolers for mastering, which will ensure high results of their training.

Relevance. The integration of modern technologies in all spheres of life makes the psychologists study the influence of new conditions on the development of child's personality.

The aim of the study was to compare the levels of intelligence and giftedness within the same educational institution in samples with a time difference from 3 to 23 years. The level of intelligence was assessed by the success of mastering the way of activity, solving the problem. Giftedness is defined by us as the ability to create, which is understood as the development of activities on one's own initiative.

Research methods and sampling. The method "Creative field", presented in the method "Animals in the circus" (Bogoyavlenskaya D.B.) allows you to explore the level of intelligence and giftedness. The samples were groups of children aged 6 and 9 years: preschoolers in 1997 - 33 people, 2016 - 61 people, junior schoolchildren: 1999 - 21 people, 2014 – 53 people, 2018 - 28 people, 2022 - 18 people.

The main results. In 1997, preschool children with intellectual problems accounted for 5% with 23% of gifted children. In 2016, we see an increase in "problem" children up to 26% and a decrease in the manifestations of giftedness up to 5%. In 1999, only 1% of primary school-age children could not master the activity. Over the next 13 years, the percentage of intellectual problems increases with a clear decrease in the manifestations of giftedness.

Conclusion. Comparing the indicators of different time epochs, we see a decrease in the manifestations of giftedness and an increase in the group of "problem" children. The influence of virtual technologies due to their maximum expansion and competition with the necessary areas of child development through their replacement or substitution may be the reason for the differences identified.

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.

The digital environment is a sphere of recreation, communication and education for everybody. Digital factors replace traditional cultural and historical factors of a person's identity. Education and socialization become the processes in the "informational" (M. Castels) society.

The development of the digital educational environment (particular, the Moscow Electronic School project) involves technical improvement and new functional capabilities:

• ducational portals are filled with materials, programs, plans, tasks and control forms.
• Students and teachers’ personal cabinets are the open source of information.
• Portfolio systems allow to monitor the individual educational trajectory of a student and predicting the dynamics of competencies.
• Communication systems between students, parents, teachers, administration and government organizations.

The base of these functional capabilities is the principle of open information: the possibility to monitor the educational results by students themselves, their parents and educational organizations. An important direction of further digitalization of education is the development of tools for monitoring educational results and automated systems for assessing the safety and effectiveness of educational programs using digital technologies.

However, digitalization of education is a kind of field of "uncertainty" (A.G. Asmolov), in which methodological and value awareness do not always keep up with the development of technology. Teachers and psychologists face a number of points to discuss:

The problem of information surplus and special skills for work with, the "informational neurosis".

• The problem of "psychological exploration" (A.P. Nazaretyan) and culture of using of digital technologies.
• The problem of minimizing the role of a person, live communication, which is the flip side of the education digitalization and automation.
• The ethical problem of the fundamental possibility of automation and digitalization of moral and ethical education of young people, the need for an open professional discussion to determine the areas of automation and digitalization in the education system.