Materials

The author presented the risks of digital space for the effective development and education of children on the example of the transformation of the saying "Do your own research". The question of forming critical thinking, developing reflection, one’s system of values, relations with the world, without which the results of the primary message of DYOR are counterproductive, is relevant.

The purpose of this work is to draw attention to the promise of psychological research into children's philosophizing as a method of self-actualization and objectification of a developing personality, which results in successful self-realization and communication of the child both in real life and digital space. For over a quarter of a century, the Russian practice of philosophizing with children has provided interesting material for scientific analysis for educators, philosophers, and psychologists. Positive personal and behavioral changes have been proved in children engaged in practical philosophizing within the framework of a philosophical club, additional developmental programs and vacation leisure activities using the methodology of playful philosophizing. The report is illustrated with an article from the children's philosophical newspaper "Owl". It presents the effectiveness of open and creative discussion of important philosophical topics by children for constructive interaction and the informational space.

Relevance. This report presents "Play with Fori" an innovative educational program that develops emotional literacy in preschool children and their socio-emotional competence. "Play with Fori" has a clearly defined educational structure and a minimum of activities and competencies that are expected to be acquired by preschool children. The program lasts 10 weeks, with one module presented each week. The first module begin with the story and situation in which the main character Fori the hedgehog finds himself, the emotion he feels and the related facial expression, as well as his attempts to deal with the situation. Half of the content of the educational program is digitalized and as a result was developed a mobile application that can be used in family setting or in individual work.

Purpose of the study. The study has several objectives - to examine the level of emotional literacy in four different age groups, to examine the effectiveness of the educational program "Play with Fori", by comparing the results before and after the end of the educational program.

Research methods and sample. Pre- and post-assessment of the emotional vocabulary of children using a special picture test. SPSS is used for statistical analysis of data. Teachers record changes in children's behaviour after each educational module in the teacher's diary. The sample includes 154 children, from 3 to 7 years old, from four preschool groups.

Main results. "Play with Fori" not only improves children's vocabulary in terms of emotions, but also helps children manage various difficult emotional states and behaviours.

Conclusion. Teachers report improvement in language skills in relation to emotions, which corresponds to the data from the pilot study, as well as a reduced rate of aggressive behaviour and improved social skills of children.

According to numerous studies, intellectually gifted schoolchildren achieve greater academic success and satisfaction of learning in the homogeneously grouping on abilities classes than in heterogeneously grouped classes. Such differences are especially noticeable when using special programs for high ability students, such as acceleration or enrichment, subject-specific or interdisciplinary of education. In the recent decades digital devices and software provide opportunities for teachers to create a cognitively challenging environment for gifted students both in mainstream schools, in advanced classes and groups, and also individually. The data of qualitative researches demonstrate effectiveness of online education for intellectual gifted school children because it can permit to provide appropriate and individualized difficulties and challenges to each student. However, many questions regarding individualization, challenges, and student readiness for online learning, including Internet courses, still remain unresolved and need to be explored to help understand how gifted students and their teachers perceive their experience. The aim of our study is to analyze some of the issues of gifted children education in the digital age through the literature review and qualitative research. Evidence of many studies demonstrates that the variety of possibilities for intellectually gifted students to improve own knowledge and skills using the internet is much more than in pre-internet times. Virtual classroom, on-line discussion-clubs and other forms of media-associations benefit to educators in creating challenging environment for their high ability students. At the same time the teacher's role demands to take into account individuality of each student, specific needs and talents in cognitive sphere, emotional and social peculiarities, and variety of trajectories of giftedness development.

The researching results substantiate for appropriate professional, including special psychological, training for gifted education teachers and other school staff. The important directions and approaches to improving the qualifications of teachers are offered.

The family ensures the stability of society, evolves along with it, and also acts as a social space in which a person's personal development takes place. State support measures are generally aimed at its socio-economic well-being. At the same time, the psychological effect of these support measures remains uncertain. The analysis of historical experience of state policy intervention in family relations can serve as a basis for modeling the future. In the 30-50 years of the last century, a boarding school system was introduced for children of northern peoples who lead a nomadic lifestyle. Researchers note that the violation of child-parent relationships has led to a number of significant psychological problems, including in family relationships and in violation of ethnic identity. The purpose of the research is to study the representation of family identity in the Self-concept of the indigenous peoples of Yakutia. Research method «Who am I?». The article compares the sakha and indigenous peoples of the north: evens, evenks, yukagirs, chukoch and dolgan. The sample consists of 586 people aged 12 to 79. It is revealed that the Self-concept of modern residents of Yakutia reflects the features of the traditional mentality of indigenous peoples. However, the family identity of the indigenous peoples of the north is less represented than that of the sakha. Thus, the results of our research confirm the impact of state measures on the self-consciousness of the individual.

The development of artificial intelligence technologies, understood as a set of technological solutions that allow simulating human cognitive functions (including self-learning and searching for solutions without a predetermined algorithm), and obtaining results that are at least comparable to the results of human intellectual activity at present goes pretty fast. Some AI-based technologies are included in our daily lives today.

The lack of a philosophical assessment of the prospects for using AI technologies in terms of values entails an increase of social, ethical, legal and psychological risks of its use.

Here are some of the most discussed risks of using AI technology by children or in working with children. In the field of education these are the risks of the reproduction of inequality (in cases of using adaptive learning systems); risks of unplanned discrimination (in the case of advisory programs); the risks of decreasing motivation and the formation of gaming addictions (in the case of gaming intellectual learning technologies) and others. The use of AI technologies in child care can lead to a threat to human dignity, a problem of distribution of responsibility.

The social situation of the development of the child (L.S.Vygotsky) of preschool age includes a set of conditions that ensure the individualization of child development and entry into the world of human culture. In modern conditions, it is determined by the nature of interaction between the main subjects of the educational process of preschool education (N.E.Veraksa, S.A.Kozlova) in the context of expanding the space of the developing educational environment of the preschool education institution, including through the use of information and communication technologies (E.O.Smirnova), to improve the quality of information and explanatory work when interacting with parents of pupils.

The empirical study included: identifying the difficulties of organizing the educational process in a pandemic (questionnaire of teachers of preschool education institutions, n = 261), evaluation of the organization's effectiveness educational process and remote forms of interaction of pedagogical workers of the preschool education institution with parents of pupils (questionnaire of legal representatives of pupils, n = 321).

Legal representatives of pupils are mainly satisfied (78.8% - completely, 19.3% - partially) with the organization of the educational process in preschool education institutions in a pandemic. Parents and teachers identify common difficulties in organizing the educational process related to the organization of holidays and entertainment. The relevance of the development and use of remote online content to improve the content and forms of interaction between teachers and parents is confirmed. The preferred forms of information and communication technologies on the part of parents are: the use of social networks, parental meetings online, online consultations and educational portals for parents.

The optimization of the forms and content of interaction with parents of pupils can ensure the improvement of the quality of the educational environment as a means of creating a social situation for the development of children of preschool age.

Current social situation has caused qualitative changes in the play activity of preschoolers: contemporary children spend less time on free play, while developed forms of role play are found rather rarely. These trends are associated with the global processes of informatization and digitalization. Many scholars argue that a new cultural and historical type of childhood - "digital childhood" - has emerged recently.

The research focuses on identifying specific traits of play activity in children with high level of screen time. Research methods include "Method of diagnostics of role-playing games" by E.O. Smirnova, I.A. Ryabkova and "Diagnostics of the development of playing skills" by R.R. Kalinina, as well as a questionnaire, elaborated by the authors to evaluate different aspects of children’s interaction with digital content. The empirical study was conducted from December 2019 to January 2021. 13 children between 4 and 6 years of age participated in the longitudinal study. The analysis of the collected data showed that the level of computer activity is associated with such characteristics of play activity assubject substitution; interaction, organizing the game; plot elaboration; role behavior; play actions; the use of attributes and implementation of rules. The more time the child spends interacting with gadgets, the lower are the indicated characteristics of play.

The results of the study are interesting for psychologists, educators, and parents, and may be used particularly in elaborating recommendations concerning preschoolers’ interaction with digital media.

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.

This study aims to investigate the development of superior psychological functions during childhood, through the analysis of reports given by the subjects involved in this research (children), and also through the observation of moments in which role-play is established in the school routine in institutions of Children’s Education. The overall aim of this research is to analyze children’s reports about play in their routine and how this act takes place in institutions of Children’s Education. The research is based on historical-cultural psychology which encompasses a broad study on the appropriation of superior psychological functions since the natural processes that integrate them in children’s development. These psychological functions are separated, only for study purposes, into elementary psychological functions, directly related to biological development, and superior psychological functions, which only develop due to interaction with one’s culture. Elementary psychological functions are instinctive, related to biological functions such as involuntary attention and instinctive memory; however, superior psychological functions are acquired functions which involve the process of domain of external environments of cultural and thought development such as oral language, language through drawing, written language and calculations. Qualitative research is the methodology used, having as resources individualized interviews, chat groups with the children, photographs taken by the children and active observation. With this study, we intend to broaden the theoretical discussion on the moment when role-play takes place while considering the child’s opinion about the play.

Introduction. The presentation includes the results of an experimental study aimed at assessing the contribution the categorial abilities to the characteristics of search query formulations used by school students for educational online search. The categorial abilities are considered as the basic prerequisites for the effectiveness of educational activity. The ways of formulating search queries, on the one hand, are determined by the characteristics of the student’s cognitive activity, and, on the other hand, by the complexity of the search task. However, today it is unclear how these factors interact and what contribution they make together to the effectiveness of educational online search, which is considered as assimilation of the information.

Research question: What contribution do categorial abilities make to the formulation of such search queries that provide the effectiveness of educational online search in the situation of performing simple and complex search tasks?

Materials and methods. The experimental study involved 287 school students of 5th-9th grades. The students performed search tasks of varying complexity, similar to typical educational tasks for finding additional information. The search actions were recorded with the use of a video screen capture program. Search query formulation strategies were identified by the analysis of video recordings. The categorial abilities were assessed with the "Categorization" technique.

Results and discussion. We found two strategies for the formulation of search queries: direct formulations and clarifying formulations. Clarifying formulations are more likely to lead to assimilation of information, in comparison with direct formulations. The categorial abilities make a more significant contribution to the productivity of performing complex tasks, in comparison with simple ones.

Conclusions. The results of the study should be used for teaching school students the skills of effective online search.

Funding. The research is supported by Russian Foundation for Basic Research, project No. 19-29-14005.

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.

The relevance of the topic is connected with the adoption of network practices and AI as the basis for the functioning of all segments of the life world, including the child's world. At the same time, the need for existence in a hybrid world, which includes the practices of real interaction, remains. The main goal is to show that the digital shifts that penetrate the process of socialization of children are due to the fact that computer interactions are pushing the cultural and anthropological values of the previous pre-digital stage to the periphery. The methodological strategy includes the method of comparative analysis. The main results include the fixation of "new" norms and values of digital existence. The function of "content viewer" and "network practices agent" becomes dominant. Life “face to the screen” forms the clip nature of thinking, in which cause-and-effect relationships and a holistic perception of information are lost. The level of meaningfulness of information is reduced, and the ability for critical thinking, which is necessary for the realization of personal potential, disappears. Not only the loss of independence and social immaturity, but also the fundamental helplessness is fixed if the gadget is not at hand.

In conclusion, we emphasize that, firstly, digital life, providing simulation analogues of real life, leads to digital loneliness. The rapid development of digital technologies points to the trend of the global spread of the “hikikomori syndrome”. Secondly, the desire to transfer active abilities to the Network is accompanied by the transfer of gamification to real life. A child gamer prefers video games to communication with real friends and adults, which forms a strong gambling addiction. Thirdly, the forms of networked communication that permeate the entire school culture, which is built on digital technologies, are fraught with new risks and new types of vulnerabilities.

Research question. The priorities of distance learning are self-discipline, self-control and the ability to volitional regulation as the main qualities that contribute to learning. The analysis of the Federal State Educational Standards of Higher education in the Russian Federation confirms this fact, where special attention is paid to creating optimal conditions for the functioning of the electronic information and educational environment. Based on the above, the purpose of the study is to analyze and compare the effectiveness of various forms and methods of distance learning from the positions of teachers and students of the university; identify the problems faced by the participants of the educational process in the context of distance learning.

Research methods: theoretical methods, including the research subject analysis based on the study of psychological and pedagogic literature and normative documentation; empirical-and-quantitative research methods, namely, an anonymous survey among 546 students and 61 teachers according to the author's questionnaire. Conclusions and recommendations. The educational system of the university was insufficiently prepared for the total "distant learning", insufficient technical support for students and teachers is revealed. The deprivation of personal contacts and live communication negatively affected the health, educational motivation among students and the efficiency among teachers. The results of the research can be used in the framework of improving the system of organization and management of distance learning in Higher education institutions as well as for determining the priority areas of Higher school teaching staff professional retraining.

The relevance of the study of the features of emotional intelligence of adolescents with Internet addiction is due to the widespread involvement of many people in the Internet. Due to age characteristics, adolescence is the most dangerous period. The emotional sphere of teenagers suffers the most from excessive use of the Internet, when natural communication is replaced by communication in the virtual world.

The purpose of the study was to analyze the assumptions about the existence of differences in the indicators of emotional intelligence in adolescents with different levels of Internet addiction and the relationship between the level of Internet addiction and emotional intelligence of adolescents.

Research methods: "Internet addiction test" (K. Young, adapted by V.A. Loskutova); emotional intelligence questionnaire "EmIn" (D.V. Lyusin); Spearman correlation analysis; H-Kruskal-Wallis criterion.

The study involved adolescents (14 - 15 years old) MAOU "School No. 96 Eureka-Development named after M.V. Nagibin", Rostov-on-Don in the number of 91 people (47 boys, 44 girls).

The main results of the study: adolescents with a high level of Internet addiction have a low level of emotional intelligence 66.7%; adolescents with an average level of Internet addiction have an average level of emotional intelligence - 56%; adolescents with a low level of Internet addiction have an average level of general emotional intelligence - 46%.

Statistically significant differences in all scales of emotional intelligence have been proved and significant moderate negative correlations between the scales "Level of Internet addiction" and the scale "intrapersonal emotional intelligence", "interpersonal emotional intelligence", "understanding of emotions", "general level of emotional intelligence" have been revealed. Thus, our assumptions are proven.

Conclusion. The results of the study will be useful for psychologists and educators to develop an individual program of psychological and pedagogical support for adolescents with Internet addiction and a low level of emotional intelligence.

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.

The paper presents a methodological package for the characterization of the audiovisual consumption of children in early childhood, the result of a group of researchers from the sectoral project (Ministry of Education in Cuba) entitled promotion of an audiovisual culture for children and families of early childhood.

This idea arose, due to the vertiginous enrichment and the diversification of screens. So that the data obtained through theoretical studies carried out in different countries, show the increase in consumption habits, now with the presence of a digital scenario with multi-screen access; of an increasingly early start in consumption and also of a greater presence in the general educational and specific school environments. However, it is a reality to recognize that many of these studies use various research models, among which those that are basically descriptive or those in which the researcher prefixes in advance the possible responses of the subjects stand out. Both approach strategies are considered valid, because both provide information about the cultural phenomenon, but they respond to the profile of the communication networks, interested in the levels of acceptance and the growth of their audiences.

From the national approach, the investigations are restricted to quantitative explorations that account for the possession of goods, on the one hand, and consumption habits, on the other. These considerations have skewed the view of the role of consumption in society, ignoring that a deep vision of it means analyzing it from its essential function, which is to give meaning.

An important element is that many of these international and national investigations, although they acknowledge studying childhood, it is found that generally the study subjects are from seven years of age.

This research aims to find objective correlatives of mental image characteristics of a virtual object in preschoolers using computer applications. It addresses the caveats of a common approach utilized to study children’s perception - verbal report. Our study relies on Leontiev’s activity theory framework about the active role of the mental image in the regulation of actions, and on the “mental image - action - more developed mental image” scheme, according to which task execution is modulated by the mental image of the context (Smirnov S.D., 1994). 18 typically developing children (9 boys, 9 girls) from 3,58 to 4,58 years old (Mage = 4,16 years, SD = 0,38) participated. They executed a virtual task “place a cube on a shelf” using a touchscreen. The linear coordinates of the cube’s center of gravity were recorded with every 0,01 sec. Each participant completed three trials: the first two trials served as a basis for the formation of a mental image of the moving object, expected to regulate the execution of the task during the third trial. Additionally, we assessed the children’s perception of a virtual cube’s weight with a nonverbal weight task (Kloos H., Amazeen E.L., 2002).

The virtual cube’s weight was identified as “light” by 14 participants, and as “heavy” by 4 participants. Cube kinematic characteristics from the third trial were compared between the “light” and the “heavy” groups. Median value of the initial acceleration was 205,9 mm/sec22 and 22,7 mm/sec2 in the “heavy” and “light” group respectively. Acceleration peaked at 0,15 sec and 0,25 sec in the “heavy” and “light” group respectively. The collected data has significant inter-individual variability. To validate the attribution of the results to the difference in anticipation of participants of the virtual object’s “weight”, the control of an additional variable “maturation of motor control” is necessary.

Las nuevas tecnologías se han instalado a gran velocidad en nuestras vidas. El empleo de las TICS y las redes sociales está naturalizado en adolescentes y jóvenes. En la población cubana y digital confluyen identidades diversas y distintas generaciones, en especial un sector que desde su nacimiento está en contacto con el mundo digital, los llamados Nativos Digitales.

El hecho de nacer con la tecnología no exime a este sector generacional de la necesidad de una preparación en el uso de las redes digitales y su consumo. Luego de un estudio exploratorio descriptivo de metodología mixta, realizado en el año 2021 con adolescentes, se refleja un inicio cada vez más temprano de los mismos en cuanto al consumo tecnológico y el acceso sin mediación o supervisión por parte de los adultos.

Por tal motivo surge Nativos, un proyecto socioeducativo en redes sociales cuyo objetivo es: Promover el empleo adecuado de las TICs en los adolescentes, mediante generación de contenidos educativos en la plataforma digitales, en tanto potencia el consumo de contenidos culturales. El proyecto sesiona en espacios virtuales y se lleva a la presencialidad a través de talleres. Su finalidad es crear una comunidad adolescente vocera del mismo, que sea capaz de replicar conocimientos, convirtiéndose en facilitadores; extendiendo así, el uso adecuado y beneficioso de estás tecnologías.

Nuestra principal misión para con la comunidad adolescente es fomentar el análisis crítico de la realidad social y contribuir a buenas prácticas de consumo que ayuden a fortalecer la identidad nacional desde las redes digitales.

In order to clarify the associate between media multitasking and attentional ability, the current study employed a multi-identity tracking and multi-object tracking task to explore the effects of media multitasking on attentional control in a dynamic stimulus environment. Using a combination of questionnaire method (study 1) and experimental method (study 2 and 3), the results showed that: (1) media multitasking significantly negatively predicted dynamic visual attention; (2) the influence of media multitasking on individuals' dynamic visual attention was mediated by cognitive load. Under the level of high cognitive load, the dynamic visual attention of high-media multitaskers was significantly lower than that of low-media multitaskers; while under the level of low cognitive load, there was no significant difference between them; (3) The effect of media multitasking on dynamic visual attention was not moderated by media-related cues. That is, the dynamic visual attention impairment exhibited by high-media multitaskers is not only reflected in generalized neutral scenes, but also in specific media-related scenes.

This study firstly supported the attentional impaired hypothesis in dynamic attentional processing, which enrich the theory of media multitasking in adolescents.

Relevance. Today, traditional models of school educational work are giving way to media educational approaches. How to use the media environment so that its communication potential contributes to the education of prosocial qualities of schoolchildren?

The purpose of the study is to study the prosocial content of media resources.

Research methods and sampling. Qualitative and quantitative analysis, calculation of percentages. The sample included students of grades 8-9 (n=34 people).

The main results. The VKontakte media resource was chosen as the object of analysis. The most successful prosocial projects with the participation of schoolchildren are: "Ecology of Russia" (365.9 thousand participants), "Ecosphere: ecology + technology = life" (50.1 thousand participants), "Plant a forest" (14.8 thousand participants), "Green Bull" (6.3 thousand participants). Content creators attract the attention of the children's audience to environmental issues using short, accessible, interesting posts, videos, contests among subscribers, surveys, live broadcasts with experts in the field of ecology.

Patriotic education of schoolchildren is successfully implemented on VKontakte by the All-Russian community on the page "Victory Volunteers" (125.2 thousand participants), where each student can tell about the contribution to the victory of their ancestors.

The most extensive social network VKontakte presents content related to helping animals: "These funny animals" (275 thousand subscribers), "All-Russian Animal Protection Movement" (53 thousand participants), "Give a paw" (38 thousand participants), "Give good" (38 thousand participants), etc. Publications with animals evoke strong, sincere feelings among schoolchildren - tens of thousands of views, hundreds and thousands of likes, dozens and hundreds of children's comments.

Conclusion. The prosocial behavior of schoolchildren in thematic volunteer blogs begins with empathy, empathy, support with a like or comment on stories. Due to their popularity for students, media resources and online communities are an effective tool for the dissemination of socio-cultural values.

Mediation of video game and screen consumption is a subject to which projects developed in other countries are dedicated; in Cuba, the existence of applied experiences is still insufficient. With the purpose of systematizing the characteristics of good experiences in this subject, this research is carried out, which has as a problem how to contribute to the mediation process of the consumption of video games and screens in parents of primary school students in Havana. Its specific objectives seek to analyze websites dedicated to digital training projects about the mediation process of video game and screen consumption, as well as to propose recommendations to include in the design of a set of actions.

This research, exploratory-descriptive scope, is developed through a qualitative approach, specifically through Grounded Theory design. The sample of this study (of typical cases) will be made up of five digital projects, linked to the issue of mediating the consumption of video games and screens. Content analysis will be the fundamental technique.

Among the results obtained, it stands out that digital education is the fundamental way for the formation of digital competences, which promote correct forms of cyber-coexistence, educate on cybersecurity standards, and allow establishing a balance between connection and communication needs realities, to improve family digital life. It is recommended to expand the experiences based on the good practices reviewed, which are adjusted to the needs of the Cuban context and its localities.

Self-regulated learning and school engagement are significant factors of students' academic success in different ages. Presented research aims to identify the mediator role of conscious self-regulation in the relationship between the components of school engagement and the academic performance of adolescents. 1127 (43% female) 10-17-year-old Russian adolescents participated in this study. School engagement has been assessed by the Multidimensional Scale of School Engagement (Wang et al., 2019) adapted on the Russian sample. The questionnaire evaluates behavioral, cognitive, emotional, and social components of engagement. For the assessment of self-regulation, the Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ) we used (Morosanova, Bondarenko, 2015) containing the following scales: planning, modeling, programming, results evaluation, flexibility, independence, reliability, responsibility, and integrative indicator - the general level of self-regulation. New significant results have been obtained on the relationship between conscious self-regulation and school engagement, as well as the specifics of their joint contribution to the academic performance of different age students. It is shown that conscious self-regulation acts not only as a resource for academic success but also as a factor mediating the impact of school engagement (its general level and individual components) on academic performance. An analysis of moderated mediation revealed significant moderation effects of the age factor (school grade) on the relationship between self-regulation, school engagement and academic performance. The most distinct mediation effects were found in grades 7, 10-11. The results are discussed within the context of the conscious self-regulation formation problem and the dynamics of engagement in different periods of school education.

Introduction. The methodology of mentoring is an independent scientific field. Over the past few decades, the scientific foundations of mentoring have been used abroad not only in the business industry, but also in the structures of educational organizations.

In the article, we reviewed the latest research in the field of mentoring: the most "advanced" approaches; methods, methods and techniques for translating the scientific foundations into the practice of a preschool educational organization.

The goal is to form the concept of mentoring in a preschool educational organization. Based on the goal, we can single out the main task of the study, which will be to introduce the methodology of mentoring into the work of the head (mentor) of a preschool educational organization.

Methodology and methodology of research. The research method was a critical analysis of foreign literature on the topic of Western, including American mentoring since the 1990s. last century to the present day. We used the approach of critical thinking and the method of expert opinion, with the help of which we studied the regions of the Volga region (Chuvash, Mari regions) and the Cis-Ural region (Republic of Bashkortostan).

Research results. Ideas about mentoring are generalized with mentoring. Our task was to single out mentoring as a separate direction, which demonstrates the subjective position of the mentor (where the leader single-handedly “instructs” the ward) and the objective position of the mentor (where the menti-teacher is offered options and ways to make an independent decision).

Conclusion. The leaders of preschool educational organizations note that the use of mentoring allows us to consider interaction in the context of "do as you can, but you have many ways to solve it." The process of delegating responsibilities between mentee teachers is more confident, which certainly transforms managerial potential.

Relevance. The modern educational policy of the Russian Federation is focused on the modernization of the content of education and the renewal of learning tools. Individual preschool organizations are actively acquiring and implementing a variety of electronic learning tools, but the overall picture of the staffing of kindergartens with this equipment is unclear.

The purpose of the study. The study was conducted in order to study the nature of the equipment of preschool educational organizations of the Ivanovo region with electronic learning tools. Of particular interest was the opinion of managers on the expediency of using electronic learning tools in preschool education.

Research methods. As a research method, an anonymous survey of heads of preschool educational organizations of the Ivanovo region using electronic forms was used. The survey was attended by the heads of 181 preschool educational organizations, which is 49% of the total number of kindergartens in the region.

Main results. As a result of the conducted research, data were obtained on the number and name of the most common electronic learning tools in preschool organizations in the region. It is established that most kindergartens have a screen and a projector. In some kindergartens of the region, 3-D printers, 3-D pens, interactive sandboxes and other learning tools are available. About 5% of preschool organizations of the Ivanovo region who took part in the survey indicated that they do not have any electronic equipment for the education of children.

Conclusion. The data of the conducted research allow us to obtain information about the nature of the equipment of preschool educational organizations of the Ivanovo region with electronic learning tools, to identify the features of the use of these tools in the organization of educational activities of children and to determine the prospects.

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.

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.

In recent years, more and more digital devices appear, designed specifically for children. These include toys connected to the Internet (Internet of Toys). These items, which are functional for the child themselves, additionally contain digital content that expands the possibilities of their usage. It is thus critical to understand how children interact with digital toys, and to assess the risks and opportunities they bring to children's development.

The report focuses on some preliminary results of the research project “Toys connected to the Internet: studying the risks and opportunities for child development", conducted by the Center for Interdisciplinary Research on Contemporary Childhood of MSUPE in 2021-2022. The task of the first stage of the study was to analyze the position of parents in relation to IoToys.

The research group analysed 300 reviews of parents who bought their children a toy connected to the Internet (Smart Bear) on the sites of online stores.

The data testify that despite production recommendations parents tend to buy the toy for children of younger age. As positive characteristics, most parents identify the external signs of the toy (image, voice), rather than its digital characteristics. Of all the functions presented, entertainment content (listening to fairy tales, songs) and reminders of regime moments are mainly used. The least popular is educational content. Half of the parents who spoke about the child's attitude to the toy noted that the child perceives it as a friend. At the same time, a quarter reported that the child is afraid of the toy because it behaves like a living creature.

The obtained data reveal parents’ insufficient awareness about the toy connected to the Internet, its functions, possibilities and risks of use. Further research is needed to determine the role of the adult as a facilitator when playing with a digital toy.

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.

Nowadays, there is much concern about gaming addiction (gambling addiction). Anonymity of game space encourages to create “the new self” and materialize different tendencies of personality, including destructive ones. Gambling (game addiction) is a pathological desire for games. It is manifested in frequent and recurrent episodes of gaming that dominate a person’s life and lead to diminishing of social, professional and other values. Roblox game platform announced that the number of active users exceeded 150 million people per month during the Covid-19 pandemic, i.e. 35 million more than before the lockdown. This study is an attempt to describe the psychological profile of a modern gambler. The following methods were used: MMPI test, Rokeach Value Survey (RVS), Buss-Perry Aggression Questionnaire, Shmelyov Humorous Phrases Test, Zukerman Sensation Seeking Scale, hand test, pathopsychological test. Persistent gamers, 40 young people aged from 16 to 28 – 20 young men and 20 young women – participated in the study. Among them, 26 participants spend more than 3 hours per day gaming.

In general, MMPI test revealed below-standard personality profiles, which may be related to higher levels of cautiousness and suspiciousness. Increases in the below-standard profile were identified for 26 participants on the psychasthenia scale and for 23 participants on the hypochondria scale, making a case for suggesting somatization of anxiety in the gamer’s profile. Hostility as a factor of readiness for aggression positively correlates with the majority of the main MMPI scales: depression (r=0.76, p<0.01), hysteria (r=0.76, p<0.01), psychopathy (r=0.63, p<0.05), paranoia (r=0.65, p<0.05) and psychasthenia (r=0.88, p<0.001). Women are more hypochondric than men (p=0.07). The results of the hand test match with the ones of MMPI. The survey of 22 participants revealed expectation of aggression (anxiety + aggressiveness). The answers reflected a feeling of discomfort or had restrictive ritual connotations (“hide”, “cover”, “turn off”, etc.).

Relevance. The topic is not studied enough.

Purpose - to describe the philosophical skeels of thinking development in childhood

Methods: analysis, synthesis, dialectics, induction, deduction

Study example:

Thesis 1. Children's thinking is traditionally considered to be the thinking of becoming. It is believed that the process of growing up involves the development of all vital functions of the individual, including his/her thinking. The development of thinking goes through a series of stages well described in psychology. Let's conditionally call his entire path a movement from an immature mind to a mature one.

What is maturity?

On the one hand, this is the ability to perform strict rational-logical procedures (comparisons, definitions of concepts, classifications, etc.) based on rules, on the other hand, the ability to solve problems creatively, which gives deviate from the rules. Contradictory, at first glance, the picture of a mature mind is actually evidence of its harmony. The combination of rational and creative is fully embodied in philosophizing.

Thesis 2. Philosophizing is a type of thinking. It is available to children. To philosophize means to reason, to focus on the essence of the phenomenon being studied, to see contradictions, to abstract from a specific situation. A philosophizing subject is able to think independently, to see an object or problem from different sides, to be critical of any dogmas. Philosophizing is an effective way of intellectual, creative and moral development of children.

Thesis 3. Tools of philosophical thinking: questioning, argumentation, interpretation, generalization, conceptualization, visualization of concepts, etc. The formation of these skills is a way of developing thinking by means of philosophy.

This is what philosophy for children. Its founder was Matthew Lipman (USA). Philosophical programs for children are also being actively developed in Russia, and I intend to tell the participants of the congress about their peculiarities.

Research results.

Personal growth, an increase in self-esteem, an increase in responsibility and balance in actions, actions, and decisions are noted by psychologists in children involved in philosophy in one form or another.

Philosophical practice with children becomes more and more popular in modern World and Russia as well. There are many informal organizations that involve people into the process of philosophizing (philosophical cafes, workshops, seminars, trainings and etc.) One of these informal union is a philosophical camp. The Philosophical Camp called «Territory of Thinking» («Территория мысли»/«ТеМы») was found by professor Larisa Retyunskikh (MSU) and her colleagues. At the moment more than a dozen of philosophical camps were held in Russia. The Program takes place regularly three times a year (Autumn, Spring and Summer). Spring and Autumn camps are family programs and held during school children holidays as a weekend-camp in Moscow region. The Summer Philosophical Camp (children’s only) lasts from 10 up to 15 days and takes place at the Children's Camp «The Arctic Circle» (North Karelia). Each Program presents its own specific philosophical topic (for example: «beauty», «wonder», «desire», «life», «human», etc.) Children from 7 to 17 y.o. may take a part in it. About 30 children in a group, during the class students might be divided: the youngers and the elders). The Philosophical Camp Program is a total immersion into the world of thinking and a prosses of philosophizing and questioning whole day long and every single day. The main elements of the practice are questioning, problematization, conceptualization, and argumentation. These elements are at the same time the skills that the child acquires in the course of studying philosophy. Practical philosophy with children develop logical, critical, reflective, creative and other types of productive thinking. The practice of working with questions is actively develops. The use of philosophical texts (myths, parables, fairy tales, etc.) as well as the method of philosophical games develops analytical and communicative skills, teaches logical thinking, creativity and independency through the dialogue with self and others.

Philosophy for Children (P4C) as a division of Practical Philosophy is actively developing and expanding in Russia nowadays. "In Search of Wisdom" club at the Faculty of Philosophy of Moscow State University exists for more than 10 years under the guidance of Professor L.T. Retyunskykh, influencing both the development of practical philosophy in the country and the formation of critical thinking and other soft skills in adolescent children. The conducted research shows how Practical Philosophy classes within the framework of the “In Search of Wisdom” club form a set of soft skills, such as analytical and critical thinking, the ability to listen, the ability to resolve conflicts, self-organization and self-discipline, teamwork, etc., in younger, middle and senior school age. The data collected during interviews with club members and their parents illustrates how the acquired skills allow them to improve academic results in school. Also, both children and adults note the main value of classes in the way in which children begin to interact with the world around them more efficiently at all levels. The interviewees emphasize that within the framework of the classes, “skills for life” are developed, allowing children to maintain a conversation with adults and more high-ranked interlocutors (such as parents, teachers, school administration, etc.) on an equal footing and to argue their position. It is especially interesting that such manifestations are observed in children attending the club even for no more than six months.

One of the priority areas of child and adolescent clinical psychology is the prevention of deviant behavior. In the conditions of the digitalization of society deviant behavior of a teenager is the result of a complex interaction of various factors - defects in school and family education, revealing the unfavorable features of his immediate environment in the family, in the street, in a team.

The purpose of the work: to determine the psychological characteristics, emotional state and suicidal risk of adolescents in the conditions of the digitalization of society.

Research methods. Questionnaire of suicide risk. Pathocharacterological diagnostic questionnaire (PDO) for adolescents A.E. Lichko (1970). Questionnaire of suicidal risk A.G. Shmelev, modified by T.N. Razuvaeva. Methodology for diagnosing socio-psychological adaptation by K. Rogers and R. Diamond. Sample: 50 adolescents from secondary school No. 37 in Samara, aged 14 to 16 years (29 boys and 21 girls).

The main results of the study. Adolescents with a high suicidal risk have high rates of affectivity, failure, social pessimism, breaking down cultural barriers, maximalism, negative time perspective; such types of character accentuations as labile, psychasthenic and sensitive prevail.

Adolescents are dominated by a negative attitude towards the past (rS= - 0.644*), towards themselves (rS= - 0.696*) and towards superior persons (rS= - 0.774**); values of sincerity are also at a low level (rS= - 0.698*). In the conditions of the digitalization of society the prevention of suicidal risk is aimed at early diagnosis and screening of socio-psychological significant factors. in the revealed mathematical regression model: SR = 3.952 + (0.593*D) + (0.585*SP) + (0.391*M) - (0.179*C) + (1.087*IS) - (0.096*A) + (1.517*НВС ), such as demonstrativeness, pessimism, maximalism, sensitive type of accentuation.

Currently, the behavior of a teenager is the result of a complex interaction of socio-psychological factors which plays a significant role in digital socialization of a teenager in the form of the interaction within a combination of factors that impede his social and psychological adaptation. Psychotherapeutic work with adolescents is a complex type of professional activity that requires specialist knowledge and skills in the field of clinical and psychological diagnostics, individual, group and family psychotherapy.

The paper aims to present the theoretical reference framework that supports the actions of the sectoral project (Ministry of Education in Cuba) entitled promotion of an audiovisual culture for children and families of early childhood. The referential theoretical framework appears structured in correspondence with the three dimensions determined by Gallego (2018) from a dialectical materialist position: contextual, conceptual and methodological history. Early childhood is recognized as an indispensable stage for the appropriation of culture, which is an essential factor in its development. From this perspective, such appropriation must be conceived not as a process in which the child is a simple recipient, but as an active process in which their participation is essential; so that he not only interacts with material and cultural objects, but is immersed in a process of active interrelation with the subjects that surround him, adults and contemporaries. In this sense, the researchers of the project defend the idea of recognizing audiovisual consumption as an activity that influences the psychic development of children in early childhood and therefore forms part of the Social Situation of Development of the vast majority of children. Cuban children. It is important to point out that this activity will stimulate development when there is a mediation process, it can be direct or indirect, between the child and the multiple screens, as well as between the child and the audiovisual.

Meaning in life is a summative cognition of valuable goals, life purpose, and relationships among things and people. A central feature of meaning in life is the broad consideration of more than oneself. We extend this logic to suggest that people higher in meaning in life will engage in more prosocial behaviors, compared to others. Further extending this idea, we hypothesized and longitudinally tested the assertion that one of the potentials, yet overlooked and important mechanisms that mediates the association between current meaning in life and prosocial behavior among university students six-months later is psychological capital (PsyCap). A total of 913 Chinese university students (25.6% males; 70.3% females; Mage = 19.63, SDage = 1.04) completed a Meaning in Life Questionnaire (MLQ), a Prosocial Tendencies Measure (PTM), and a Positive Psychological Capital Questionnaire (PPQ) at three different times. The results showed that the association between T1 meaning in life and T3 prosocial behavior was significant before adding the mediator variables into the model (β = 0.10, p < 0.001). T2 PsyCap significantly mediated the influence of T1 meaning in life on T3 prosocial behavior (indirect effect = 0.10; 95% CI [0.06, 0.14]).

We concluded that meaning in life in university students can influence subsequent prosocial behaviors, directly, as well as through PsyCap.

The relevance of our study is due to the fact that in the modern world there is a great danger of the impact of computer games and network communication on the mental health of children. Also, the theoretical and practical aspects of creating psychological conditions for the prevention and prevention of gambling addictions in children have not been sufficiently developed. Thus, obviously, the practical need is expressed in solving the problem of gambling addiction, the creation and testing of developments aimed at preventing this type of addiction.

The aim of our study is to study the psychological risky Internet behavior of adolescents. Our study involved 60 schoolchildren aged 10-14, who were subsequently divided into groups by gender.

We used psychological testing methods: the questionnaire "The level of computer game addiction" by O.M. Vidov; methodology "Indicator of coping strategies"; Kimberly-Young test for Internet addiction; technique (MIG-TS).

With the help of a theoretical analysis of the problem of risky Internet behavior, we determined that this is a complex construct that has various interpretations, the terminology is quite variable, in addition to the concept of "risk Internet behavior", the terms "Internet addiction" or "Internet addiction" are most often used in the literature. ". The general concept involves the definition of this phenomenon as a form of psychological dependence, which manifests itself in an obsessive passion for computer games, the subordination of one's choice to an external false goal - the achievement of progress in virtual gaming reality.

As a result of the empirical study, it can be concluded that Internet addiction affects the cooperative behavior of adolescents. The high frequency of using a technical tool is associated with the likelihood of signs of dependence, the structure of needs and the expansion of the bodily boundaries of adolescents, which has been fully confirmed.

The digital transformation of communicative forms of communication is causing changes in many areas of life. The wide geography of Internet coverage opens up many opportunities for users. On the World Wide Web, along with its advantages, there are various media files that carry a clear or hidden threat to the psychological security of an individual.

A Web visitor can be a person with a dubious reputation, with any past and with any mental illness - everyone is equal on the Internet. And any deviant behavior that was previously criticized, persecuted, judged, is now easily acquiring the shape of a modern norm on the Internet, as it has become much easier to gather communities of like-minded people, within which they will receive positive reinforcement for their inclinations.

In the context of culture-destroying trends on the World Wide Web, the substitution of ideals, the demonstration of luxury and a surrogate for true feelings, it is difficult to maintain psychological security, it is especially difficult for underage users. One of the serious threats is a hidden subtext that a minor child is unable to identify due to lack of experience and due critical attitude to the media space. The lack of attention from family members and live communication with friends, classmates, peers leads to the search for friends in social networks, through which a lot of cybercrimes are currently being committed.

On the part of those responsible for the information security of the state, for family policy (childhood protection), it is necessary to approve clear rules governing the placement and consumption of destructive content. In addition to the responsibility of state structures, it is important to remember the responsibility of parents for the upbringing of children, the formation of the personality and its socialization.

The digital world dictates its own rules for mastering the surrounding reality, where a greater role is given to cognitive functions and less to motor and sensory ones. Motor characteristics are included in all types of activity and testify to the real potentials, resources and reserves of the body as a whole. Usually problems of sensorimotor development are expressed in clumsiness, poor coordination, delayed speech development, difficulties in sound pronunciation, emotional and communication disorders.

On the basis of LLC Scientific and Methodological Center Owl-Nyanka, a diagnostic procedure was created, the purpose of which is to determine the consistency of the sensorimotor spheres. The aim of the study was to teach the effectiveness of solving sensory-motor tasks in children aged 5-6 years. The income was compared with the data on some subtests of the metric scale from N. Ozeretsky's studies of motor giftedness in children. Quantitative data on the motor activity of children aged 5-6 in the 1930s and 2021s were given. using the subtest "Labyrinths". Based on the study, the following conclusions can be drawn: the time for solving sensorimotor tasks in children who passed the test in 2021 compared with children in 1930. At the same time, a decrease in accuracy was recorded: modern children make more mistakes when passing mazes. In addition, difficulties were found in orienting in the space of one's own body and in the task of maintaining balance. The importance of sensorimotor development in the functioning of cognitive processes, including abstract thinking, is emphasized both in the works of physiologists and psychologists of the last century (N.A. Bernshtein, B.G. Ananiev), and among contemporaries (E.A. Sergienko, B. M. Velichkovsky). In this regard, programs to study the dynamics of the formation and development of sensorimotor skills are relevant in the framework of preschool and school education.

The current studies of Internet addiction and its effects to academic achievement, emotional and social well-being of children and youth remain their relevance, in connection with the increasing role of digital technology in all areas life. The data of many researches indicate positive role of Internet activity in the development and realization of potential and self-improvement of gifted schoolchildren. However they often demonstrate negative influence of Internet passion, increasing of the emotional, social and other psychological problems, as such as problems of self-esteem, emotional estrangement, social isolation and loneliness in too keen users, who display high intellectual abilities. However, effects of Internet addiction to adjustment of intellectual gifted school children remain insufficiently understudied. Due to, aim of our study consisted in comparing the indicators of socio-psychological adjustment in 80 academically gifted students in grades X and XI with different degrees of Internet addiction. All participants were enrolled in the program of advanced education on mathematics based on their school achievements. The Internet Addiction Test by K. Young and the Methodology of Social-Psychological Adjustment by K. Rogers & R. Diamond were used. The data obtained demonstrate high variation of the degrees in Internet addiction indices. Meantime any case of veritable addiction among the participants did not reveal. No significant age and gender differences were found in the studied indicators, except for higher rates of adaptability and compliance in girls, as well as maladaptation and the desire for dominance in boys. Correlation analysis revealed significant and rather strong negative correlations between the following indicators of Internet addiction and Social-Psychological Adjustment: Adaptation, Self-acceptance, Emotional comfort, Internality, ‒ and positive correlations with indicators Dominance and Escapism.

The results are consistent with the idea of the negative impact of Internet addiction on the social well-being of gifted high school students.

The impact of digital socialization on the development of children occupies a significant place in modern research. Our goal was to study the relationship between the use of digital devices and the development of the imagination of a preschooler.

We assumed that the level of development of non-verbal imagination in older preschoolers who has 2 hours or more of screen time is lower than in children who has less than 1 hour a day of screen time.

To assess active (using applications, video games) and passive (watching video products) screen time of older preschoolers, a questionnaire was used by M. Bortsova and S. Nekrasov “Regulations on the use of gadgets by a child”. To determine the level of development of non-verbal imagination - the technique of O. Dyachenko "Dorisovyvanie".

The sample consisted of 189 preschool children aged 5-7 attending kindergartens in Moscow and their parents. Children were divided into three groups according to the level of imagination (low, medium and high). Performance levels were factors in a one-way analysis of variance to compare children's screen time.

Children with a low level of imaginative development significantly differed [F(2,236) = 6.25, p = 0.001] in terms of passive screen time (M = 11.2; SD = 5.5) from children with an average (M = 8.2; SD = 5.2) and a high level of imagination development (M = 8.7; SD = 5.9). In addition, these children significantly differed [F(2,235) = 11.22, p = 0.001] from children with a high and medium level of imagination development in terms of active screen time (M = 8.4; SD = 5.8): from groups of children with a level (M =4.7; SD = 5.3) and high (M = 5; SD = 4.8).

Consequently, the hypothesis was confirmed, the level of development of the imagination is associated with screen time.

The objective of this investigation was to evaluate the existing relationship between the use of social media and the bodily self esteem, as predictors in the sexting practice among 14-18 years old adolescents living in Barranquilla city. An associative strategy, empirical-analytical based study with a transversal predictive design was implemented. The participants were 405 adolescents: 39.5% (n=160) were men and 60.5% (n=245) were women, with an average age of 16.1 years (sd=1.4). 3 instruments were applied: Bodily Self Esteem Scale- (BSES, Peris & Maganto, 2016), Internet and Social Media Adolescent-Addiction Risk Scale (ISM-ARS, Peris, Maganto & Garaigordobil, 2018) and Sexting Scale (Peris & Maganto, 2016). The results show significant scores on the addiction-symptom variable which was higher among over 16 years old adolescents in comparison with the ones that were between 14 and 16 years old; the geek trait variable showed differences between sexes, significantly greater among women than men; meanwhile, age and socioeconomic stratum showed no significant difference. On the other hand, the physical attraction variable showed direct relationship with erotic sexting and the sexting global scale. Lastly, the social-use variable is the one with greater predictive weight alongside physical attraction, predicting sexting practices at 39%. In conclusion, the greater the social-use of social media and the greater the body satisfaction, greater the tendency towards sexting practices; meaning that, adolescent who feels most satisfied with their body makes greater use of social media to share photos not only with sexual or erotic content multimedia but also of an explicit sexual nature.

The present study has the aim to show what the connection between the vocabulary richness of Russian bilingual children in their mother tongue and in their second language is and their Theory of mind development. For the purpose of the study 80 children were tested between the age of 4-6 years old - 40 from Tatarstan and 40 from Bashkortostan - 20 children between 4-5 years old and 20 children between 5-6 years old. In both countries the children live in big cities and attend kindergartens.

The children were tested for a vocabulary richness with a specially designed test in which half of the vocabulary is the mother tongue and half of it in Russian as their second language. Together with that the children had a language test – wh- complements task. The children were tested also for Theory of Mind with the classical False believe Test: Unexpected content and Mis displacement of an object.

The results show that the Bashkir children are performing better all the tests and the paper discusses the reason and the factors influencing such results.

Introduction. The increased use of screens during the current confinement due to the Covid-19 pandemic has been a cause for concern among professionals.

Objective. To describe the consumption of screens in primary school children in the city of Santa Clara during the confinement due to Covid-19 and the perception and family mediation before such consumption. Methodology. An exploratory online study was conducted using a survey on the GoogleForms platform. The research was carried out from April to June 2021 and the sample consisted of 127 parents of school-age children living in the city of Santa Clara, Villa Clara, Cuba.

Results. 92.1% of schoolchildren consumed between 2 and 4 screens in this period of confinement; with a daily frequency of 92.9% and 61.4% between 3 and 6 hours. 48% of parents considered that the use of screens during confinement increased considerably and 41.7% recognized that it increased a little. 54.3% of parents perceive between one and three effects on the child as a result of consumption. Among the most noted affectations are restlessness and difficulties in falling asleep and following orders. Restrictive mediation followed by shared mediation were the most used by parents to deal with this increase in screen consumption.

Conclusions. Even when parents perceive affectations as a result of the consumption of screens and make restrictions on their children's consumption, the frequency and the number of hours used are high.

The study of the native language in preschool childhood is aimed at achieving the following goals: the development and education of preschool children, its socialization, the development of intellectual abilities; mastery of language as a means of communication in everyday life; the development of communicative abilities; enrichment of vocabulary and the formation of the grammatical structure of speech; elementary mastery of its basic visual and expressive means, the education of sound culture; the formation of the ability to understand language and speech phenomena, to assess them in terms of compliance with the situation, the sphere of communication; acquisition of competence in the field of native language and speech communication.

   At preschool age, the practical development of the native language reaches a high level. A well-known researcher of children's speech, F. A. Sokhin believed that there should be a special work on the development of speech, that improvement of verbal communication with the need includes the vocabulary of the child work on the semantic side of the word. He noted that the development of conceptual thinking of the child is impossible without the assimilation of new words, new knowledge and ideas, and if new impressions are not fixed in the word, the child will not consciously use them in their statements. Further, F. A. Sokhin emphasized that a basic understanding of the phenomena of speech and language may develop if work on the word lead in the logic language (and not only in the logic of the subject relations), it is in the technique of development of speech it is necessary to increase the proportion of work on the meaning of the word. He proved (and the study of E. M. Strunina confirmed this) that the formation of knowledge and ideas is impossible without the introduction of new words in the speech and mental activity of children, which denote objects, phenomena, their properties and qualities in the relationship. An effective method of disclosing the meaning of words is the use of synonymic and antonymic comparisons. In speech to the child's thinking of the words were related to each other as units of language, special, purely linguistic work is directed on formation at children of representations about the semantic relationship in the area of vocabulary.

The main purpose of speech education is that the child creatively mastered the norms and rules of the native language, was able to apply them flexibly in specific situations, mastered the basic communication skills. On the basis of the formation of the child's speech skills is the development of his speech: understanding the meaning of the word and the enrichment of the dictionary, the assimilation of the system of linguistic concepts in the field of morphology, syntax, word formation, mastering the sound culture of speech, the formation of coherent monological speech.

Work on the semantics of the word, the expansion of the semantic field, the use of associative principle of assimilation of vocabulary, the formation of linguistic generalizations in the assimilation of the grammatical structure of speech develop preschoolers arbitrariness and awareness of speech, that is, the ability to select accurate and expressive means in the construction of coherent statements of different types.

Meaning is the Central category of ontogenesis of speech and thinking, and understanding the Genesis of meaning is one of the conditions for identifying the internal laws of formation and development of human language ability.

    Linguists distinguish between grammatical meaning (belonging of a word to a certain class, peculiarities of its combination, changes) and lexical meaning, which is determined both by the correlation of the word with the corresponding concept (which is the core of the lexical meaning of the word), and its place in the lexical system of the language (i.e. different connections of the word with other words).

   The main condition for the realization of speech-understanding its meaning, its meaning; and in the language through the action of various associations can create different parallel ways of expressing thoughts. The Association method is one of the most common ways to evaluate semantic fields.

To determine the lexical meaning of the word is necessary:

- to find out its subject-matter and conceptual-logical content;

- to establish how the reality called by the word is connected with those that objectively exist in the surrounding reality;

- to reveal how the defined lexical meaning correlates with another, since the word expresses its meanings not in isolation, not in isolation from the lexical-semantic system of a particular language, but in an indissoluble connection with it, as its constituent element;

- find a distinctive feature that would allow to isolate this value from a number of similar ones.

For the correct understanding of the meaning of words, their exact use in coherent speech, it is necessary at least an elementary understanding of its composition, shades of meaning, the possibilities of combining words. And here a huge role is played by the child's developed "sense of language", it can be formed as an attentive attitude to the constituent elements of the word, which sometimes act as the exponents of the finest shades of meaning that distinguish one word from another. Misunderstanding of semantic shades of the word leads to inaccuracy of their use. Violation of the laws of compatibility of words leads to grammatical and stylistic inaccuracies in speech and errors in word usage. And it is these qualities of language are, in the first place, the characteristics of the

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.

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).

Test anxiety, caused by excessive stress, is on the rise and continues to affect adolescent academic performance and mental health before, during and after exams.Effective methods are needed to alleviate test anxiety, fear of negative evaluation, and enhance self-efficacy. Virtual reality (VR) can provide immersive exam scenarios, which can help evoke and intervene in test anxiety, but its effectiveness needs further research. Therefore, this study explored the effects of VR-based exposure therapy on test anxiety and negative emotions and cognitions among high school students. A randomized control group pre and post-test experimental design was adopted,46 high school students with high test anxiety(the score of Test Anxiety Scale＞20) were randomly assigned to the VR-based exposure group(n=15), imaginary exposure group(n=15), and the control group(n=16) to receive the intervention once a week for four sessions. Data were collected through self-report questionnaires, including test anxiety, test context anxiety, subjective units of distress,fear of negative evaluation,and general self efficacy. The results showed that VR-based exposure and  imaginary exposure were effective in evoking negative emotions and cognitions associated with test anxiety, significantly reducing test anxiety,test  context anxiety and subjective distress units. Compared to the imaginary exposure group,VR-based exposure had greater potential to reduce test anxiety and test context anxiety but less improvement in subjective units of distress and self-efficacy. Fear of negative evaluation decreased in all groups, but neither group showed a significant difference. In conclusion,VR-based exposure therapy is an effective method to intervene in test anxiety among high school students,especially showing unique advantages in activating and alleviating negative emotions, but its effects on adolescents' self-perceptions still need to be further explored.

Future research can investigate the mechanisms of VR interventions for adolescent test anxiety more systematically in terms of emotion and cognition.

Virtual reality technologies are increasingly being used in the education of school-age children. However, the factors of effective using of these technologies have not yet been studied. The aim of this research was to study the link between spatial abilities, verbal intelligence and the level of immersion in virtual reality. 13 schoolchildren aged 12 to 15 years took part in the experiment. The stimulation was a virtual reality environment which replicated the task of spatial rotation of figures in 3D. There was a room with a neutral environment. Participant saw 5 pedestals in front of him, on each of which 6 multi-colored three-dimensional geometric shapes are arranged in different order. One pedestal in front and four in a row behind it. The first pedestal is an etalon that needs to be rotated by a given number of degrees – 180, 90 to the left or 90 to the right. The number and arrow are located at the top. Having turned the objects on the front pedestal in mind, they need to point with a flystick to the pedestal on which the objects correspond to the specified turn. Each participant solved 50 tasks in virtual reality. The environment was presented in a HMD system HTC Vive. Before immersion in virtual reality, the subject performed two-dimensional tasks on spatial abilities and verbal intelligence. Thus there were several dependent variables: the percentage of correct answers in 2D and 3D tasks, intelligence coefficient.

The results showed that there is a significant positive correlation between spatial abilities and the level of immersion in virtual reality.

Background. The study is based on Piaget's theory of intellect development; Bryushinkin's logical-philosophical conception of logical procedure; logical theory of inferences. We regarde natural discourse as set of intellectual (including logical) procedures including constructing inferences. We assume that during the period of formal operations formation, the formal orientation of inferential procedures becomes dominant.

Objective. To reveal the cognitive grounds for differentiating of inferences in a holistic discursive context and constructing deductive reasoning.

Design. We elaborated special tests on: 1) selection of inferences in speech context; 2) inference macrostructure analysis; 3) selection of statements that allow the implementation of conclusion, 4) implementation of the inference procedure. The sample consists of middle and older adolescents and early youth respondents (on average, 100 respondents in each age group). The results of logical procedures implementation were qualitatively and quantitatively processed.

Results. The inferential activity of all respondents groups has some common features: 1) in holistic context, found “inferences” don't have logical features of inferences (without logical consequence relation); 2) functional differences between premises and conclusion are poorly differentiated; 3) meaningful and formal relations of statements-parcels act as cognitive bases for constructing inference, dominating type of relation depends on context; 4) violation of logical norms in inference is common; the success of solving problem depends on its features. The role of formal grounds for constructing inferences doesn’t increase.

Conclusion. The type of cognitive grounds of inference procedure isn’t stable - it depends on the type of inference and psychological "brightness" of its form or content features. Procedures aren’t formal (logical), but also aren’t informal (focused only on content of statements). Progressive development of procedures of constructing deductive reasoning isn’t natural. Logic education should be considered as the most important tool for transferring normative implementation of logical procedures from the zone of proximal to actual development one.

For example, to involve girls in gaining STEM skills and knowledge, it is important to use images of successful female scientists, engineers and inventors. It is necessary to teach boys and girls egalitarian models of relationships from the early years, to prepare them to strike a balance between family and work and interchangeability in family roles.

The report analyzes the issues of risk of decreasing physical and mental health of adolescents and their Assessment. The research situation in which the rapid development of Internet technologies outpaces the research protocol and methods of psychological diagnostics being developed by scientists to study an objective picture of adolescents' functioning and development in the digital environment are discusses. The negative effects of the impact of the digital environment on the developing personality is a special group of research tasks. Internet overuse refers to excessive time spent online at the expense of other things as a behavioral addiction according to DSM-5 is currently considered a direct threat to the psychological well-being of adolescents. PsychoDiagnostic Tools and/or some scales of techniques of Russian and foreign authors, traditionally used for diagnostics of various aspects of Internet addiction (from time of Internet usage to pathological symptoms of addiction). We used15 Internet addiction test as an empirical material for overview more typically criteria’s of Internet addiction. On the basis of the analysis the informativeness of PsychoDiagnostic tools in terms of subordination of the most probable, posing a threat to mental and physical health is shown. The most actual symptoms/criteria’s of Internet addiction are:1) social isolation; 2) emotional problems (depression, anxiety, irritability, etc.); 3) depression / apathy; 4) lack of self-regulation; 5) loss of control over their own behavior.

The study results can help create a heuristic model for the study of Internet addiction of adolescents, taking into account the research tasks, age of respondents, environmental and individual-psychological factors. The pragmatic significance of the results is also the possibility of their use in the design psychological programs to address teen's Internet use.

Relevance. Cyberspace is one of the main sources of socialization and development for modern teenagers. The interrelation of personal meanings associated with participation in video games with the value orientations and self-regulation style of adolescents reflects the specifics of their socio-cultural experience and can be considered as a diagnostic parameter of their further adaptation in society.

The purpose of the study. The study of the relationship of personal meanings of gaming experience with the peculiarities of self-regulation in adolescents.

Materials and methods. The study used: the methodology "Value orientations" by M. Rokich; the questionnaire "Style of self-regulation of behavior" by V.I. Morosanova; the author's questionnaire for the analysis of socio-demographic indicators and gaming preferences in video games of different genres. Mathematical and statistical processing of the obtained data included one-factor analysis of variance (ANOVA), correlation and cluster analysis. The sample consisted of 209 St. Petersburg school students (the age range of the sample is from 12 to 18 years, M =16.5; SD= 1.44).

The main results. leading personal meanings of the gaming experience of adolescents reveal the following aspects of it: 1) the reaction of emotions due to the feeling of dynamism of the game plot; 2) the development of creativity, cognitive functions and the need for dominance due to the competitive potential of games; 3) the recreational potential of games associated with obtaining new impressions; 4) the implementation of social interaction (friendship, communication, establishing authority) due to the beauty of the gameplay and the similarity of the game in the minds of teenagers with real life. Significantly significant interrelations of personal meanings of gaming experience with such features of self-regulation as: planning, stability of subjective criteria for evaluating results; the general level of self-regulation, as well as with the values of active active life, self-confidence, happiness of others were revealed.

Conclusion. A number of new data revealing the personal meanings of the gaming experience in adolescents have been obtained. Their interrelation with value orientations and self-regulation style is determined. The data obtained can be used in psychological support of modern high school students in order to prevent the risk of problematic use of video games.

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”.

The training of adolescents in Health Promotion has become an interest in all the countries of the world, since achieving human beings in the future capable of preserving health, the human species and the planet, is the desire and duty of the current generations. The Covid-19 pandemic has unleashed questions about the responsible behaviors of man as a species and Health Systems throughout the world. In order to characterize the comprehensive training of adolescents in Health Promotion in Cuba today, the subject is systematized based on current research that has been developed, as well as its pedagogical, phychological and social references. For this, theoretical methods of qualitative methodology were used, such as logical historical, hermeneutic, and synthesis analysis; description and bibliographic review were also used. Educational actions are proposed for the training of adolescents in Health Promotion in times of pandemic by Covid-19, with the use of ICTs, which allow the empowerment and resilient behaviors of Basic Secondary students, to achieve human development and commitment to community health and environmental.

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.

The article discusses the problem of the influence of art on the individual; various interpretations of the concept of "art therapy"; specifies the causes and possibilities of therapeutic effects. Based on the literature review, the author analyzes the change in attitude to emotions in the cultural and historical context. The importance of the influence of emotional phenomena on the mental and somatic sphere is noted. The article proves art-therapeutic technologies transform emotional phenomena and thus correct both organizational and mental processes.

Cognitive psychotherapy pays little attention to a person's childhood memories, focusing on current problems, his inner world, thoughts, desires and fantasies. This is the main difference between this method of treating mental disorders and other popular types of psychotherapy: psychoanalysis and behavioral therapy.

Art therapy carries huge therapeutic prophylactic possibilities because it combines consciousness and the unconscious; spiritual and physical. Both in our soul and in our body are hidden such opportunities are truly limitless. From the combination of material and spiritual, a new human quality appears. Proper management of these new opportunities helps a person to overcome his mental and bodily ailments.

Video games propose challenges that must be solved, and to solve them, children actively participate in the search for solutions, which leads to having fun and learning. For this reason, the general objective of this research is to describe the perceptions of parents, teachers and school-age children about video games, and to propose content to be included in them that has an impact on the learning of minors. This research has a sequential quantitative approach with a descriptive scope and a non-experimental correlational-causal design. It was carried out with parents, teachers and children from preschool to sixth grade in a Cuban primary school, with a sample of N=61, using simple random sampling for the selection of participants. The data was collected through the application of a self-prepared questionnaire, which had a small prior validation by experts. Its objective was to investigate the interests of the participants in relation to video games, as well as the educational-playful content that should be incorporated into them. Among the variables evaluated are: educational-leisure content, rescue and salvage actions, elements of national identity, care for the environment, management and orientation at sea.

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.