Materials

This presentation aims to contemplate how to emotionally support young people with compulsive and disordered use of electronic devices, a condition which most likely impacts development. Children and adolescents are increasingly exposed to electronic devices not only for academic purposes but most frequently for leisure - to play games, explore information and/or social media. It is fundamental to intervene psychologically to prevent mental illness. We will address diagnostic criteria for compulsive and disordered use of electronic devices, and propose Dialectical Behavioral Therapy techniques as an intervention for the emotion dysregulation that often co-occurs and interacts with compulsive behaviors. We intend to use a role play to illustrate our proposed intervention. We understand that emotional support is fundamental for treating people with compulsions and lack of inhibitory control, therefore we will highlight the emotion dysregulation implicit in impulse control disorders so as to promote development and mental health.

All areas of educational and extracurricular activities of modern adolescents and young people are permeated with remote interaction in shared group chats or social networks. Cyber aggression can turn into cyberbullying as deliberate online aggressive harassment. The purpose of the study is to assess the prevalence of various types and forms of cyber aggression in the general chats of a class or group community. Research objectives: to identify various types and forms of cyber aggression (direct or indirect); to determine a resource for overcoming aggressive ways of interaction between subjects of educational relations in shared chats. It was revealed that 39.4% became victims of cyber aggression – 21.7% "wrote humiliating and insulting comments"; 19.2% were excluded from the chat (blocked); 17.8% noted that another chat was organized in which a classmate/classmate was actively discussed and ridiculed behind "their backs"; 5.7% were offered in a general chat to declare a "boycott" to the victim of cyberbullying. The following are aggressively persecuted: 22.9% "who does not know how to give change", 20.6% "who is physically weaker"; 17.9% "who does not have support"; 14% "who is different in appearance (thin, fat, unfashionable, etc.)"; 9.7% "who has a different nationality"; 3.5% "who is more successful than others (in studies/ sports, etc.)"; 2.1% "who studies poorly"; 0.5% "whom teachers will not protect". It is established that different types and forms of aggressive behavior are interrelated and mutually conditioned as a result of the prevailing destructive interactions in an educational organization. Cyber Aggression Prevention Resource: formation of digital etiquette and ethical norms of interaction, increasing the responsibility of teachers and psychological services for the psychological climate in the community of a class or group.

One of the conditions for the development and support of children's independence is the subject-space environment (SSE). Some educational programmes confirm that in a structured space contributes to the formation of child’s independence. However, the influence of SSE in the home on the development of independence has not been studied specifically. The purpose of this research is to study the influence of structuring the children's room SSE on the manifestation of independence at 3 years old. The study consisted of 3 stages: a preliminary assessment of children's independence and the structuring of SSE in their rooms; reorganization of SSE in the rooms of children from the experimental group; and reassessment of independence 2 months later. The methodology of A.M. Shchetinina was used as a basis for diagnosing independence. The evaluation and transformation of the SSE in order to support children's independence was based on the methodology of E.O. Smirnova and the requirements of the state standard. The sample consisted of 15 families with one child aged from 2 years 8 months to 3 years 10 months (M=3.3, SD=1.3), 7 in the experimental group (3 female, M=3 years 5 months) and 8 in the control group (4 female, M=3 years 2 months). The results showed that there were differences between the level of autonomy of children in the experimental and control groups: the experimental group had higher scores than the control group (p<0.001). Differences were obtained on all scales (self-care, self-organization and duration of free play). The obtained results allowed us to draw preliminary conclusions about the effectiveness of structuring the SSE for the development of independence of preschoolers. In the future it is planned to expand the study by increasing the sample and number of tasks to be solved.

Relevance: a child learns to write in the first grade or in kindergarten preparatory groups. It is important to know why do most children write poorly. Purpose: to find out what happens in the inner world of a child when he learns to write: why are the rules of writing learned easily, quickly, well by one child, and difficult, long and badly by another? Expert analytical analysis: writing is a complex type of intellectual activity. Writing skills are formed during primary school education, this is a kind of motor skill for mastering the shape of letters, the speed of writing. Russian writing is a sound-letter letter. The basic unit of study is writing graphic elements of letters. The letter and the sound often do not match. Causes of difficulties: the arm gets tired quickly, the work line is lost, not the correct spelling of letters turns out, the concepts of "left", "right", "leaf", "page", etc. do not differ. The student's hand is not ready for writing due to the weakness of fine motor skills of the fingers, insufficiently formed visual-motor coordination and abilities: arbitrary attention, visual and auditory perception, visual and auditory memory, ideas, thinking, will, self-control, speech. Learning hours assigned to formation of writing skills is insufficient for the skill to be formed. It is being reduced due to the introduction of remote training. The structure of the graphic writing skill includes different representations: auditory, articulatory, visual, kinesthetic and hand. Hearing, speech, sight and hand are included in the final act of writing in different ways. Gorfunkel, Guryanov, talk about the graphic norms of writing, about the types of mistakes when writing words, Luria, Bezrukikh about analysis, Bezrukikh about the importance of posture and pauses when writing. Conclusion: we need a scientifically based methodology for teaching writing to right-handed and left-handed children.

At the present stage, the inclusion of ICT in human life is critically vital and brings significant changes in the "human-environment" system. These changes are related to the spatio-temporal and information clusters, the task cluster, the acceleration of feedback, and the strengthening of digital control of behavior. An analysis of studies of the psychological aspects of ICT in recent years has shown that the topic of the negative consequences of the Internet and ways to overcome them significantly prevails over all others. The report substantiates the need to integrate research in the field of ICT psychology on the basis of the development paradigm, the system approach, the use of a wider set of methods, and an interdisciplinary approach associated with the development of an integral system "human-digital environment". An experiment is presented to study the structure of ICT inclusion in human life in the absence of resource constraints and competition with other forms of activity (age group of subjects 13 years). The research method is self-photographing of time under control. The comparative analysis showed that the balanced structure of ICT inclusion in the life of 13-year-old children differs from the unbalanced structures of the three age groups (20-40 and 50-65 years). Experimental research has proved that ICT serves as an additional tool (means, channel) in cognition and mastering of reality, and in conditions of environmental limitations, replaces it, i.e. for a child, reality, augmented reality and virtual reality are congruent environments of development.

The relevance of the study is due to the increasing penetration of Internet technologies not only in the world of adults, but also in the world of children. The risks associated with this process are obvious, but not yet fully realised. It is also necessary to understand what provokes children's withdrawal into the virtual world of the Internet, and what is a defence against such withdrawal. The aim of our research was to study the role of frustration of the need to achieve success in learning activities in the formation of Internet addictions. The research methods were the questionnaire "Internet Addiction Test" by Kimberly Young, "School Anxiety Test" by Phillips, comparative analysis, correlation analysis. The study involved 4640 students of 7-11th grades from 120 schools of the Yaroslavl region. The study was conducted in a remote form using electronic forms of Yandex. The main results of the study can be considered to be the description of the dynamics of the level of frustration of the need to achieve success in learning activities and Internet addiction from class to class, the identification of correlation between these indicators at a high level of significance (p<0.001) and the description of the features of their interaction at different stages of Internet addiction formation. As a conclusion, it can be noted that initially it is the frustration of the need for achievement that determines and contributes to the formation of Internet addiction in students. And at the next stage, when the addiction is formed, it is Internet addiction that determines the measure of frustration of the need for achievement. Thus, firstly, the lack of success situations in the life of schoolchildren pushes them to immerse in the Internet space, and then immersion in the Internet space becomes the cause of dissatisfaction with the need for success.

In the modern world, due to the rapid pace of information technology development and the great attention to this problem in the field of education, the social and emotional spheres of human development are fading into the background. This implies the importance of developing social emotions in the context of digitalization of society. However, these processes can also coexist if the educational process is competently built, starting from preschool age. The purpose of this study is to identify possible ways of constructive interaction between adults and children, children with each other in the digital space, taking into account the inclusion of various types of joint activities for emotional interaction. The research used the following methods: test "Diagnosis of children's abilities to partner dialogue" by A.M. Shchetinina; questionnaire for parents to determine computer addiction in older preschoolers by V.G. Pisarev. The study involved 65 children of senior preschool age. Based on V. G. Pisarev's questionnaire, a questionnaire was created for parents to determine computer addiction. The pilot study showed that the level of social emotions in most children is at an average level, while the degree of computer dependence on the reaction of parents in most children is at a high level. This suggests the need to create effective pedagogical conditions for children to interact with peers and adults outside of digital activities. As a result, requirements and recommendations have been developed for further use both in professional activities by teachers and parents. The proposed methodological recommendations are aimed at developing the child's social emotions, and the joint use of the material will lead to an even faster achievement of mutual understanding between an adult and a child within the framework of this task. The research was carried out at the expense of a grant from the Russian Science Foundation № 23-28-10173, https://rscf.ru/project/23-28-10173/

Relevance: The social situation of development (SSR) of modern adolescents is undergoing significant changes, which are caused by the rapid development of digital society. Information and computer technologies affect every stage of children's development Concepts such as "digital competence," "alternative identity," "digital childhood," and "digital socialization" have become well-established in scientific discourse. Global changes in society and children's development impact the main institution for children's upbringing - the family. However, online communication between adolescents and their parents still is poorly investigated Objective: Online and offline children-parent communication Methods: 1) the customized (authorial) “Questionnaire of adolescents’ needs to communicate with their parents online and online” (QANCP); 2) The modified version of the "Unfinished sentences". Selection: 128 teenagers (56 boys and 72 girls, age 15–17) took part in the research Results: Adolescents now prefer to meet some of their communication needs with their parents online, such as the part of communication that is responsible for solving every-day issues. According to the results of a study conducted using "unfinished sentences", adolescents generally assess online communication with their parents as less emotional than offline communication. In addition, they rate the sphere of online communication as "safer" than offline communication. It is important to note, however, that despite these preferences, teenagers still prefer to discuss emotionally significant issues with their parents in person, leaving online for less "emotionally significant topics". Conclusion: Thus, while the online environment may be subjectively safer for adolescents when communicating with their parents about less significant topics, adolescents still need emotional support from adults for personally significant problems. As a result, offline communication with parents remains a priority for them. We plan to conduct further research on this topic, focusing on the detailed description of the phenomenon of communication between adolescents and their parents online.

The purpose of this article is to analyze the main psychosocial effects caused by the use of technologies in childhood and confinement due to the COVID-19 pandemic. The findings reveal negative impacts on child development, associated with the excessive use of technological devices. In particular, harmful effects are evident on the mental, physical and emotional health of children, and these in turn are related to poor academic performance. Regarding mental health, there is a higher prevalence of disorders such as anxiety, depression, stress, sleep disorders and addictions to video games and mobile devices. In physical health, there is a sedentary lifestyle and lack of active breaks, which affects diseases such as musculoskeletal diseases, obesity and eating disorders. Regarding emotional health, deficits in social skills and self-esteem problems are observed. Longitudinal studies have shown that attention deficit hyperactivity disorder, withdrawal, thought disorder, anxiety, depression and childhood thought disorder were identified as psychopathological risk factors. In this regard, challenges and possible solutions are presented for addressing this problem from family and school environments, with emphasis on the importance of establishing clear limits on the use of technology, both in terms of screen time and the type of content accessible, as well as promoting digital literacy so that children can make informed and safe decisions online. In addition, the need to develop prevention-oriented strategies is highlighted, through the identification and intervention of modifiable factors, which involve collaboration between parents, educators and health professionals, and contribute to the generation of healthy digital environments for children and their overall well-being.

Relevance. Now the training of child clinical psychologists includes analysis of video material (till 30-50% of training time) obtained as a result of various types of observation of the child development. To make a psychological diagnosis and select the optimal correction program, it is not enough to rely solely on the written results of tests and non-observational methods. It is required a video analysis of the child’s emotional changes and following the dynamics of the quality of the child’s contact with the psychologist during the therapeutic consultations. The psychologist’s nonverbal communication, speech and other manifestations also become the purpose of didactic analysis. Target. The long-term author's experience in using video recordings of child development in the training of clinical psychologists at Moscow State University named by M.V. Lomonosov is summarized. Method and results. Video material is analysed first roughly as an illustration of the main variant of dysontogenesis (Lebedinsky, 2003). Then, key patterns of behaviour, emotions, and symbolic activity of the child are identified. They are assessed in the dynamics (actual and longitudinal), revealing the changing vectors of the child’s development. Next, changes in the child’s state under the most/least favourable conditions are noted. The result is a qualitative and quantitative assessment of the child’s affective-behavioural development (Bardyshevskaya, 2020). It is not reduced to one “tunnel” option (for example, pure distortion), but takes into account the tendencies to move to another options in different modes (levels) of the child’s activity. Students are required to collect and present video material on early development (due to its high speed and clarity of changes). Conclusion. Video recordings of the child’s development in natural conditions and during therapeutic consultations allow us to demonstrate mechanisms of abnormal development in order to select optimal therapeutic interventions. Such analysis is especially important when studying distorted development.

The COVID-19 pandemic forced the population not only to modify daily routines but also the ways they interact with each other and manage social and productive processes. In Cuba, measures were taken that covered all sectors, so high-performance sports suspended the preparation of athletes in training centers without neglecting their physical and mental health. The relevance of this work is that through the use of telepsychology, the diagnosis and intervention was carried out that guaranteed the mental health of children, adolescents and young athletes, as well as coaches and their families; This first experience has been reproduced by the psychology department in the mental preparation of the athlete. The general objective was aimed at guiding athletes, coaches and their families appropriately during the COVID-19 pandemic stage. The sample was made up of 905 people, of them 452 athletes. The survey (online) was used as a research method for diagnosis and group psychological counseling or orientation was the most used technique as an intervention. The most significant results are: the effectiveness of carrying out psychological intervention actions through telepsychology directly or indirectly, whether group or individual, the creation of WhatsApp groups for child, adolescent and youth athletes, and for their families and trainers, which allowed the language, dynamics and facilities of the application to be adapted to each age group. In conclusion, the relevance of the use of telepsychology, the increase in group members, and the positive criterion as users of the psychology service adjusted to the stage of isolation due to the pandemic were obtained.

The report is devoted to the urgent problem of assessing the readiness of speech therapists, practitioners, undergraduate and graduate students of the Department of Speech Therapy at Moscow State University to use DIGITAL tools in the era of digital communication. The authors conducted a study and showed the level of awareness of speech therapists about the variety of digital technologies for digital communication and the availability of applied speech therapy digital tools; characterized the factors influencing the selection of a digital professional mentor by specialists. Using the example of the website of the Department of Speech Therapy of the Moscow State University, the ways of preparing future speech therapists to use digital tools are shown.

Primary school age is an important stage in the development of personality: a student develops the ability to learn, which is impossible without self-regulation of activity. In order to determine the skills of younger students to exercise self-regulation, we conducted a survey of classroom teachers of grades 1-4 (n=31). The BRIEF questionnaire (adaptation by E.Y. Gorina, T.V. Akhutina) was used to conduct the study. Classroom teachers note that younger students do not have sufficient skills to exercise self-regulation. When solving educational tasks, students miss the sequence of actions, do not always calculate the time of solution, they can start completing tasks at the last moment; written works are not always thought out and structured; they do not always check the completed work for errors, even after being reminded by the teacher, they make mistakes due to inattention; they forget to do their homework, they need a reminder from their parents, and the school does not always hand over the completed task to the teacher without a reminder. Students often do not write down their homework, do not listen to its explanation. This puts the teacher in front of the need to explain homework to non-parents, which increases the burden on the teacher and shows the involvement of parents in the educational activities of their children where the independence of the child is important for the development of activities and the success of its implementation. Not all children can control their personal belongings: they lose their phone, water bottle, sports clothes, money, pass, house keys, notebooks. The results show insufficient skills of students to carry out self-regulation of activities, including in the classroom. The purposeful formation of self-regulation skills of younger schoolchildren is relevant, which will not only increase the effectiveness of educational activities, but also reduce the burden on teachers.

Relevance. When organizing the activities of schoolchildren in specialized psychological and pedagogical classes, it is necessary to equip them with the most advanced methods, organizing professional tests and acquiring specific experience through immersion in a new reality - digital. Purpose of the study: to study the possibilities of using VR technologies in the process of teaching psychology to students in psychological and pedagogical classes. Research methods: analysis, synthesis, generalization, questioning. Sample: psychology teachers of 38 classes of psychological and pedagogical orientation in the city of Tula and the Tula region. Main results: possible areas for the use of VR technologies in teaching psychology are highlighted: visualization of abstract psychological concepts, virtual excursions to psychological laboratories, acquaintance with specific psychologists of the past and present, virtual participation in psychological experiments, virtual games for training professionally significant skills; immersion in school reality; try yourself as a teacher; creating lesson projects; use of immersive methods; visiting specialized virtual exhibitions, bookstores; virtual visit to the university, etc. Conclusion. Using the capabilities of VR technologies can significantly affect the increase in the efficiency of the learning process and the development of cognitive interests of students in psychological and pedagogical classes in the specialized discipline of psychology. Materials were prepared as part of the state assignment of the Ministry of Education of Russia on the topic “Scientific and methodological foundations for creating digital educational content for psychological training in pedagogical classes” (No. 073-00033-24-01 dated 02/09/2024).

The study raises the problem of benefits and difficulties of younger monolingual and bilingual schoolchildren at the beginning of school education by identifying the relation between regulation of activation and executive functions. Regulation of activation ensure the maintenance of general and selective activity associated with indicators of slow tempo, fatigability, impulsivity, hyperactivity and tendency to perseveration. Executive functions provide planning and programming of activities, retention of the plan during execution, control over the processing and the achieved result. The study involved 150 primary school children in age from 7 to 8.4 (M = 7.7, SD = 0.39). Among them: 75 primary school children with balanced bilingualism (Udmurt and Russian languages); and 75 monolinguals with native Russian. The following methods of neuropsychological executive functions research were used: Go-No-Go Task, Verbal Fluency Test, Counting, Problem Solving, Verbal Memory Test, Visual-Spatial Memory; computerized tests of the psychologists toolkit software «Moscow State University Practice»: Stroop Test, Shulte Tables, Dots. Regulation of activation were observed during all the trials. The mathematical and statistical analysis included: Structural Equation Modeling implemented with IBM SPSS Statistics V22.0. The leading functions of activity regulation were identified as predictors of executive functions productivity in monolingual and bilingual primary school students. Different development trajectories of executive functions individual components of children with different language status were identified: if an increase of reactivity of monolinguals reduced the productivity of their cognitive flexibility in nonverbal activity, then among bilinguals it ensured the productivity of auditory-speech memory; if activity of monolinguals led to an increase of cognitive flexibility and inhibitory control in solving non–verbal tasks, bilinguals tended to increase cognitive flexibility in speech activity. The research was financially supported by the Russian Science Foundation (RSF) research project №23-28-10202.

Relevance. The Internet, like any subculture, unites large groups of people, forms a sphere of interest, activates interpersonal relationships and affects the mental characteristics of a person. The negative impact of Internet culture on a person is expressed in the formation of isolation, reducing the need for real communication, moving away from reality into the world of one's own thoughts and experiences. In this context, adolescent children deserve special attention as a vulnerable group that succumbs to any trends of this subculture and seeks to protect themselves from the difficulties of real interaction. Adolescence is associated with a change in the social situation of development, the leading type of activity, and a reassessment of the importance of communication. Through communication, teenagers socialize, broaden their horizons, find friends and like-minded people, prove their belonging to a group, learn new facts, form a perception of the surrounding reality, immerse themselves in various subcultures. The purpose of the study is to identify the features of the relationship between the communicative and organizational inclinations of adolescents with Internet addiction. Research methods and sampling: methods for diagnosing Internet addiction K. Yang; diagnostic methods for assessing the communicative and organizational inclinations of KOS-1 V.V. Sinyavsky, V.A. Fedoroshin; 60 adolescents 13-16 years old (31 girls, 29 boys). According to the results of the percentage ratio, it was revealed that 43% (26 people) of the majority of adolescents have moderately pronounced Internet-dependent behavior; 21% (13 people) are ordinary Internet users; 36% (21 people) of adolescents are prone to this dependence: virtual communication becomes more significant than real, the adolescent neglects health, hygiene, reduces physical and social activity. Communicative (3.4 points) and organizational skills are moderately formed. The level of Internet addiction of adolescents is positively correlated with the level of communicative inclinations and negatively with organizational ones. The more Internet addiction is expressed in adolescents, the higher their disorganization and desire for communication, since it is much easier to find understanding and supportive interlocutors on the web. Conclusion. In adolescence, it is difficult for a child to build positive relationships with the social environment in real life due to psychological characteristics. The more Internet addiction is expressed in adolescents, the worse their organizational skills and better their communicative inclinations are.

Mental health is a developmental effect, that is, it is the product of the integration of the maturational-constitutional process; while traumatic events affect the biopsychosocial and emotional conditions of children and their families. Psychological intervention programs are established in the child population as a prevention strategy in mental health in favor of child, family and resilient wellbeing and protective environments. The objective was to evaluate the effects of a psychological intervention program applied to children in contexts of adversity. The study was carried out through a qualitative research, therefore, of the content analysis type, sample by convenience (N=34). The following instruments were used in the study: Thematic Apperception Test for Children C.A.T-H (Human) and the Inventory of Adaptive Mechanisms in Responses to CAT. A nonparametric data analysis is performed to establish changes in personality organization, perception of the environment and perception of the family relationship. The data analysis is performed through content analysis. It is established that the pretest and posttest perceptions in relation to personality organization, perception of the environment and perception of the family relationship change positively after the implementation of the intervention program.

Relevance: The development of educational computer programs is associated with the fact that an insufficiently formed child's brain must perceive and process many competing streams of visual and auditory information, comparing useful information with images stored in its long-term memory and making the right decision. At the same time, "noise conversational pollution" becomes a serious problem, leading to overwork, decreased attention and efficiency. The purpose of the study: To identify the effect of noise supplied through headphones on the process of recognizing visual stimuli presented on a computer by children 3-4 years old. Research methods and sampling: The study involved 30 children with normal eyesight and hearing aged 3-4 years attending kindergarten. On the touch screen, 20 images of geometric shapes of different colors of the same size and different sizes of the same color were presented sequentially. The information signs were red in the first case, and large in the second. A month later, the experiment was repeated, but using noise corresponding to the average level of ordinary spoken speech (45 dB) supplied through headphones. Main results: The introduction of noise in comparison with the usual situation demonstrated a significant increase in the number of erroneous choices, both when comparing color-size stimuli, and in the color-color and size-size pairs of the same name, as well as an increase in the response time of sensorimotor reaction. At the same time, the percentage of children who made perseverative mistakes increased. Conclusion: When comparing works without "noise" and with "noise", it is shown that children experienced greater difficulties in identifying multi-colored geometric shapes of the same size than single-colored shapes of different sizes. The introduction of noise hindered the recognition process and increased the response time, which is associated with the ontogenetic immaturity of the brain and the weakness of attention switching processes.

The advent of distance education elicits new challenges and issues in learning/teaching English as a foreign language. The nexus of language acquisition with online resources and tools is evident in a fast-paced and technological society. When we solve problems, make decisions, ask questions, evaluate ideas, assess information and create things, we are using thinking skills. The world is changing rapidly in many ways. These changes indicate a new set of skills - 4 Cs: Communication, Critical Thinking, Creativity, Collaboration. The purpose of the study is to introduce to the grounds for the integration thinking skills into the Russian EFL (English as a Foreign Language) classroom. The current paper delineates online language instruction focusing on meaning-making track (MMT). Meaning-making track is the system of meaningful and engaging technologies with the emphasis on personal relevance of learning English as a foreign language for individual development, boosting their transferable skills and learner autonomy. The research methods involve questionnaires, description of the network resources, comparative analysis. Against the backdrops of research, the experiment was carried out. The substantial results are as follows. (1) Through this type of research, we proved that leveraging thinking skills enhances intrinsic motivation of e-learning of a novel language; (2) cognitive and linguistic assets and fluency are augmented in the meaning-making track. The achieved results make it possible to implement off-the-wall Internet technologies to stimulate learner autonomy, to reinforce, extend and deepen e-learning of EFL.

The main results: 1. Methodological and methodological contradictions and ways of their solution were revealed, which allowed to form a conceptual model of personality behaviour in the digital environment and an empirical model of its research. The basic terms on the research problematic are presented. The author's research questionnaires aimed at studying the level of personality activity in the digital environment and indicators of cognitive distortions in the perception of the digital environment are developed and standardised. 2. cognitive, social-mediational, affective-motivational and psychophysiological markers of adolescents' behaviour in the digital environment were studied, which allowed us to define the typology of this behaviour and the stages of development of actions in the digital environment. 3. possible cognitive neoplasms arising in the digital environment were studied, which allowed us to clarify the concept of digital personality and its features. 4. The groups of teenagers in the digital environment demonstrating destructive patterns of behaviour were identified and the programme of psychological support for this group was tested. Conclusion. The digital environment can have an ambivalent influence on its user. Depending on the combination of digital behaviour markers and their expression, an adolescent personality can demonstrate different patterns in the digital environment - from constructive (productive) to destructive. These patterns influence the formation of personality in the digital environment and form a typology of personality behaviour in this environment. Destructive orientation of personality behaviour can show positive dynamics during the implementation of the psychological support programme.

Relevance: The creation of audiovisuals in primary education can improve interpersonal relationships and children's participation in the learning process. Children are able to express themselves and share their ideas, which encourages their creativity and gives them a sense of empowerment and responsibility in their own learning. Additionally, they can learn valuable technical skills for the future such as video editing and using production software. The creation of audiovisuals is an effective and valuable educational strategy that can have a positive impact on the social and emotional development of children. Objective of the study: Assess some theoretical references about interpersonal relationships and their development through audiovisuals. Research methods: Theoretical methods such as historical-logical, analysis-synthesis and inductive-deductive methods were used, in addition to the empirical method of observation. Sample: A sample of ten theoretical references was analyzed. The result was that information and communication technologies, especially audiovisuals, can contribute to the improvement of interpersonal relationships. Results: The construction of audiovisuals encourages creativity and gives schoolchildren a sense of empowerment and responsibility in their own learning. By creating their own videos, children can also learn technical skills such as video editing and using production software, giving them valuable skills for the future. Conclusions: The creation of audiovisuals so that children learn to improve their interpersonal relationships by seeing themselves can be an effective educational strategy. Technological advances have allowed audiovisuals to become increasingly accessible and easy to produce, which has led to the creation of new forms of communication and artistic expression that can be carried out by schoolchildren themselves.

Nowadays, almost all children and adolescents grow up immerged in the digital world and digital creativity is part of the daily life for many of them, especially for gifted and talented school students. Gifted young people are characterized by diverse, multi-faceted, and frequently unique learning needs. They, as a rule, successfully study in heterogeneously grouped classrooms, due to their extraordinary cognitive aptitudes, but sometimes may face problems in mainstream educational system and reduce cognitive interest and motivation to learn. Digital technologies, in particular digital creativity, can be tools for gifted students to extend and discover novel ways of dealing with tasks. Therefore, our study aimed to analyze recent theoretical and research publications on the employment of digital creativity in the gifted school education. Creativity as a complex and elusive concept within many different paradigms remains difficult to study. In addition, new technologies influence the understanding of creative processes and the concept of digital creativity. Digital creativity is defined as the creativity applying digital technologies and manifesting in all forms, when digital devices are used in various creative activities and in creation of new ideas and products. Based on the data of analytical and empiric researches, it can be identified some components of the so-called digital creative pedagogies, including of creative learning environments, teaching strategies, teacher–student interactions, and digital tools suitable to support digital creative practices. The data of analytical and empiric researches demonstrated that creativity applied to the digital world can be a resource for teaching and learning that could increase academic performance of all and gifted students at different school stages.

Digital environment has prompted concerns about accurately assessing behavioral responses. Eye-tracking technology allows for the evaluation of individuals' gaze and fixation duration on specific areas. While eye-tracking's potential for evaluating learning effectiveness is still emerging, progress in this area hinges on creating a database of eye movement strategies during various cognitive tasks.It remains unclear which key components of a sentence capture children's attention when forming subject-object relations and whether these differ from those of adults. This study aims to analyze the eye movement patterns of adults and 6-9-year-olds duringsentence-picture matching task sentence in either the active or passive voice. The participants included 35 adults (average age 23.1 years) and 24 children (average age 7.8 years). The sentence-picture matching task included four types of three-word sentences: active voice with direct word order, active voice with reverse word order, passive voice with direct word order, and passive voice with reverse word order, each paired with a colorful story picture illustrating symmetric situations. Oculomotor activity was recorded during the test. In adults, the hypothesis about the sentence's meaning was typically formed upon hearing the second word and confirmed upon hearing the third word, as evidenced by high oculomotor parameter values for the corresponding sentence image. Children identifying the correct image at the third word, as shown by notable differences in fixations on the "correct" image. Differences between children and adults were evident in the analysis of complex syntactic constructions, particularly in sentences with a reverse word order and passive voice. Consequently, when processing complex sentence structures, both elementary school children and adults demonstrated similar eye movements, but children took longer to analyze and make decisions, with their processing continuing after hearing the third word. Additionally, children gazed at the incorrect picture for a longer duration than adults, particularly when processing complex sentence structures.

The personality of students is formed in modern conditions largely under the influence of the flow of visual media. The formation of media competence is possible through the inclusion of elements of media education in the content of the discipline "Foreign language" (integrated media education). It can be argued that the subjects "Foreign language" and "Media Education" can be combined, since they have a common genesis. They are based on the idea of communication. Currently, the discipline of "Foreign language" is implemented through text formats, which by its nature also applies to communication. Mass communication is a kind of communication. With the help of media education, it is possible to perceive foreign-language screen works. Modern students prefer video and television more than reading. The purpose of the study is to substantiate the need for the use of media education. Methods of analysis: content analysis of literature on the research topic, study, description, questionnaire, observation. We conducted a survey of teachers, teachers and methodologists of educational institutions on the topic: "What does the media mean to you?" [Table 1]. As a result of the survey, we concluded that electronic on-screen media are currently the most widespread among young people. Through them, the younger generation receives patterns of behavior, lifestyle, and also learns foreign languages. That is, we say that teaching various speech genres and forms can take place on the basis of videos in a foreign language. We actively use cartoons in our Foreign Language classes. Cartoons help to work out listening skills: after watching the cartoon, it is suggested to perform a number of tasks to understand what you read. The method of conducting a lesson with watching a movie is given.

Virtual world addiction is formed by computers, smartphones The research purpose: to identify how the children's (aged 5-16) virtual world addiction is formed Research methods This research was conducted as part of the educational activities of the Family, Women, and Children Affairs Committee and the Committee on Education and Science of the public organization “The sovereign course” with participation of teachers and psychologists. The results: The virtual world is a safe and comfort zone for a child. due to emotional sufferings children tend to escape into virtual world. Conclusions: When parents display sincere interest in the children’s life, they are able to express themselves, demonstrate their feelings, realizing they are safe and important. When a child experience emotions in real world, it becomes more interesting than the virtual one Theses: 1. Children’s virtual world addiction is formed when parents are tend to receive universal recognition 2. Due to Children’s creation wrong attitude to their mistakes they are not willing to overcome difficulties and search for easier ways out via the virtual world 3. Adults do not give answers to their children's questions and they search them online becoming more addicted on the virtual world 4. The research revealed the key reasons why the children aged 5-16 become addicted to the virtual world and helped to work out the recommendations for parents. 5. important to teach children how to overcome difficulties and make efforts to solve complex tasks. 6. Parents should help their children to express themselves and communicate in real life with peers, relatives, gain new experiences and impressions. Virtual world can be used for solving tasks, filling in blanks in one's knowledge, forming one’s own point of view and making one's own decisions.

With the rapid advancement of technology, the integration of smart technologies in higher education institutes has become imperative. This article aims to explore the potential benefits of incorporating web products as tools to enhance the quality of education in universities. By examining the smart technologies currently being utilized in the educational sector, we highlight the advantages and challenges associated with their integration. Moreover, we discuss the potential of web products to revolutionize the learning process and contribute to the overall improvement of educational outcomes. The integration of smart technologies in higher education institutes has the potential to revolutionize traditional teaching and learning methods. The advent of web products and their increasing accessibility has opened up new avenues for educational institutions to enhance the quality of education provided to students. This article explores the benefits and challenges of integrating smart technologies and web products in university classrooms.2. Smart Technologies in Higher Education2.1. Definition of Smart Technologies2.2. Current Use of Smart Technologies in Higher Education2.3. Advantages of Smart Technologies in Education2.4. Challenges and Limitations in Implementing Smart Technologies3. Web Products as Educational Tools3.1. Definition and Types of Web Products3.2. Advantages of Web Products in Education3.3. Collaboration and Engagement Enhancement through Web Products3.4. Personalized Learning Using Web Products4. Case Studies and Examples4.1. Successful Integration of Web Products in Higher Education4.2. Best Practices for Implementing Web Products4.3. Lessons Learned and Recommendations5. Implications and Future Directions5.1. Potential Impact of Web Products in Higher Education5.2. Challenges and Limitations of Web Product Integration5.3. Recommendations for Effective Implementation6. ConclusionThe integration of smart technologies, particularly web products, in the educational process holds significant promise for higher education institutes. With their potential to enhance collaboration, engagement, and personalized learning, web products can contribute to the overall improvement of educational quality.

Relevance. Popularization of anti-corruption education plays an important role in the formation of negative attitudes towards corruption among students. To increase the effectiveness of such educational measures, it is necessary to take into account psychological regulation of decision-making in corruption risk situations. It becomes possible by combining knowledge from jurisprudence and psychology The aim of the research is to study the links between motivational features of tenth graders (life goals, ethical positions, locus of control, conformity- suggestibility and individual value orientations) and their choice in situations of corruption risk. Method and sample. The correlational study involved 112 tenth-graders from Moscow schools aged 16-18. Results. It has been established that pupils with "personal growth" as an internal life goal, have an expressed idealism, an internal locus of control and are oriented towards "universalism" are significantly more likely to make ethical choices when making decisions in corruption risk situations. Respondents with relativism and a value orientation towards achievement make ethical choices significantly less often. The total number of corrupt choices demonstrates inverse relationships with the above variables. Making ethical decisions with orientation to the morality of justice is positively correlated with the internal life goal "personal growth" and idealism, and with the morality of care - with low relativism indicators. Corrupt choices based on the principle of justice are more often made by pupils with fame as an external life goal, value orientation to achievements and weakly expressed idealism are important, and based on the principle of care - by respondents with relativism, high level of conformity and external locus of control. Conclusion. Based on the results of the study, which combines knowledge from law and psychology, recommendations for education are formulated that will help develop ethics and the ability to make informed decisions in corruption risk situations among high school students.

Research into the psychological well-being of students is one of the key priorities in educational institutions, especially in times of transition in society. Factors that contribute to the achievement of psychological well-being can serve as predictors of students' personal well-being. The following factors can be identified as such predictors: control over life and one’s own decisions; resilience and ability to cope with stress; involvement in life and activities; the presence of goals and meaning in life; satisfaction with the process and results of life; the ability to control your emotions and behavior; awareness and acceptance of risks. The purpose of the work was to study the relationship between psychological factors of students’ well-being and indicators of their personal resources, which were considered predictors of psychological well-being. Psychological well-being was measured using the Six-Factor Model of Psychological Well-being C. Ryff. Personal resource was determined according to the indicators of the Test of Meaningful Orientations, the Hardiness Survey, and the Multiple stimulus types ambiguity tolerance scale-I. The sample included 2nd year students at a humanitarian university aged 18 to 21 years. The study was conducted using descriptive statistics methods and network correlation analysis using the R programming language. The study made it possible to confirm the initial hypotheses about the existence of fairly pronounced and stable connections between psychological predictors (personal resource constructs) and the psychological well-being of students. It was found that the contribution of personal resources for students with high and low levels of psychological well-being is significantly different. Students with high well-being showed greater ability to complete challenging tasks, greater resilience, and positive attitudes toward others and themselves.

Modern life cannot be imagined without the Internet and digital technologies.As a result, the age threshold for children to get acquainted with gadgets decreases and the number of toys that include digital content increases [digital toys-QI]. Following the lead of advertising and striving to provide children with the best, some parents see QI as a complete replacement for traditional ones and shift their parental functions to them.There is an illusion that QI should develop a child automatically, without the help and guidance of adults.This point of view has its negative consequences. For successful personality formation, both cognitive and emotional development of the child and the formation of moral foundations are important.Then, as a preschooler grows up, he will be able to understand the feelings of others, show empathy, a desire to help and other moral and socially useful qualities.This requires the active participation of parents in children's lives Goal: to consider research on the impact of digital toys on the development of preschoolers, classification, and possible risks of interaction. Methods:the method of studying and analyzing the literature, the method of summarizing the results. There are 3 research areas in the field of digital technology application: -studying the features of gaming activities using various technologies (gadgets, QI, computer programs). -comparative studies of playing with QI and traditional toys. -the influence of the frequency and nature of a child's interaction with gadgets on the development of cognitive processes. Within their framework, QI is classified according to their degree of technological complexity (L. Hall classification) or according to their purpose (digital and smart). There are diametrically opposed opinions about the impact of digital technologies on the development of preschoolers:some focus on risks, while others focus on new opportunities. Research allows us to find common principles:when observing the norms of screen time, there is a positive effect of QI on perception, cognitive activity, and thinking of a preschooler. When screen time was abused, there was an increase in the level of aggression, a decrease in the ability to hold attention, and a decrease in the quality of traditional gaming activities. QI cannot completely replace traditional and playing with peers. Risks: -Evidence suggests that in early preschool age, the main elements of QI (light and sounds)they distract from social interaction carried out with the help of facial expressions, gestures, vocalization and necessary for the social development of the baby. -Excessive digital activity can cause a lack of interest in the real world and a preference for the virtual world. -Functions such as recording, storing and sharing information about their users raise the issue of child safety. - Requirements for the subject:Any toy should promote the child's development, encourage him to take positive actions and reflect a good meaning.Toys displaying instruments of violence, cruelty, and weapons are unacceptable, because they stimulate aggressive, destructive behavior.

This presentation aims to contemplate how to emotionally support young people with compulsive and disordered use of electronic devices, a condition which most likely impacts development. Children and adolescents are increasingly exposed to electronic devices not only for academic purposes but most frequently for leisure - to play games, explore information and/or social media. It is fundamental to intervene psychologically to prevent mental illness. We will address diagnostic criteria for compulsive and disordered use of electronic devices, and propose Dialectical Behavioral Therapy techniques as an intervention for the emotion dysregulation that often co-occurs and interacts with compulsive behaviors. We intend to use a role play to illustrate our proposed intervention. We understand that emotional support is fundamental for treating people with compulsions and lack of inhibitory control, therefore we will highlight the emotion dysregulation implicit in impulse control disorders so as to promote development and mental health.

It is crucially important to investigate child development in the context of parent’s mental health. Unlike postpartum depression, postpartum PTSD has only recently become the focus of research work. Evidence regarding the long-term effects of postpartum PTSD on child development is still scarce and controversial. Therefore, the aim of the present study was to investigate the long-term effects of postpartum PTSD symptoms on child socioemotional development. On the first stage of the study women who gave birth within the previous 12 months to a live-born child in Russia completed a survey on their mental health and birth experience. On the second stage of the study the data on the mothers’ mental health and their child’s development was collected in 2 years follow-up. 419 mother-child pairs with full information from both stages of the study were included in the study sample. Edinburgh Postnatal Depression Scale was used to assess postpartum depression and City Birth Trauma Scale was used to measure postpartum PTSD symptoms on the first stage of the study. On Stage 2 of the study Beck Depression Inventory was used to assess maternal depressive symptoms. The participants completed Child Behavior Checklist, exploring child's emotional and behavioral problems. The regression model showed statistically significant association between postpartum PTSD and CBCL scales: internalazing problems (B=0.18, CI:0.09, 0.27, p = 0.00006), externalazing problems B= 0.17, CI: 0.09, 0.25, p = 0.00005), total CBCL scores (B= 0.20, CI: 0.12, 0.28, p = 0.000003). Associations remained significant after controlling for concurrent maternal depression and postpartum depression. Higher postpartum PTSD scores are associated with higher rates of child's emotional and behavioral problems. It is important to implement programs for prevention and early intervention for postpartum PTSD that could greatly influence the well-being of women and their children. The study was supported by the grant of the Russian Science Foundation (RSF), project No. 22-18-00356 (“Maternal PTSD and Postpartum Depression as a Risk Factor for Child Emotional and Cognitive Development”).

To ensure the effective work of IT specialists, it is necessary to develop future skills in them in addition to hard skills. The purpose of the study is to study the level of communicative and emotional features of students in IT fields. The sample consisted of 186 people, 96 of which were students of IT areas of educational centers for gifted children of various types: basic education (students aged 14-17 years of the Specialized Educational Scientific Center (STSC) of the Southern Federal District of the Russian, 48 males and 6 females), additional (all males, 14-17 years old Rostov regional center for gifted children “Steps of Success”), and 90 adult IT specialists, 30-50 years old (69 males, 21 females). Research methods: psychological testing. Methodological tools included: Individual typological questionnaire by Sobchik; Questionnaire “Methods of coping behavior” by Lazarus; Emotional Intelligence Test by Hall; Leonhard-Schmishek test (accentuations of character); Diagnosis of interference in emotional contacts; and Diagnostic technique for assessing self-control in communication by Snyder. Statistical analysis was performed using SPSS Statistics 26. Results. Significant differences were revealed in the level of communicative and emotional characteristics in representatives of each of three study participants groups. Thus, IT-students of the SUSC are significantly distinguished by high spontaneity, rigidity, demonstrativeness, hyperthymia and aggressiveness (p≤0.05). At the same time, they have a large arsenal of coping strategies, and significantly higher emotional awareness and empathy (p≤0.05). Students of “Steps of Success” are significantly distinguished by high indicators in seeking social support and decisions planning, inflexibility of emotions and high self-motivation (p≤0.05). Adult IT specialists differ from students of more introversion, anxiety and emotiveness (p≤0.05). However, adult IT specialists have a wide range of coping strategies. Conclusion. The communicative and emotional features of IT students are determined by their age, professional experience and type of educational environment.

Safety in the communicative interactions of schoolchildren with classmates and teachers is one of the indicators of the environmental friendliness of the educational environment The purpose of this study was to empirically identify the extent to which modern high school students will feel psychologically protected in situations of communication with classmates and teachers. At the same time, we proceeded from the hypothesis that the psychological security of high school students in communication with teachers will be higher than in communication with classmates. For this purpose, the questionnaire “How protected do you feel at school?” was used. (Baeva, 2002). The study involved 85 high school students aged 16 to 18 years, including 30 boys and 55 girls. According to the results obtained, a high level of psychological security in communication with classmates was shown by 57.6% of high school students, which is slightly higher than in communication with teachers (48.2%). The average level of security in communication with classmates was shown by 22.4% of high school students, which is slightly less than in communication with teachers (27.1%). A low level of security in communication with classmates was shown by 20.0% of high school students, which is also slightly less than in communication with teachers (24.7%). However, in general, the stated hypothesis was not confirmed, since the differences in psychological safety in situations of communication with classmates compared to communication with teachers turned out to be statistically insignificant. As a result of the study, it was found that only half of high school students feel psychologically safe in communication with classmates and teachers. This indicates the need for more active attention to the development of green communication abilities of both high school students and teachers.

The problem of conceptual development and practical testing of a digital textbook is interdisciplinary in nature, as it lies at the intersection of didactics, psychodidactics, ecopsychology of the educational environment and the cybernetic approach to learning. In collaboration with specialists from these disciplines, fragments of a digital textbook based on interdisciplinary theoretical premises were developed and tested (Panov, Rubashkin, Kondratyeva, Borisenko, 2023). The concept of an interactive textbook on the Russian language served as a psychodidactic prerequisite (Granik, Borisenko, 2021). The ecopsychological model of the formation of subjectivity and the ecopsychological typology of subject-environment interactions were used as ecopsychological prerequisites (Panov, 2014). The third prerequisite was the experience of using the cybernetic approach in the form of the digital educational platform “Teaching to Learn” (Kondratieva, Rubashkin, 2020). The systematic use of these prerequisites made it possible to develop a set of interactive tasks aimed at developing the subjectivity of students in the process of their interactions with the digital platform “Teaching to Learn.” As a result of testing, it was found that the teacher gets the opportunity to interactively manage the educational process, including giving a subjective, productive and interactive character to the interactions of students with educational material in digital form. As a result, it was shown that with such an interdisciplinary approach, a digital platform can become not only an effective means of posting digital textbook materials, but also a psychological and pedagogical tool for developing students’ subjectivity and their communicative abilities.

The relevance of the study lies in the reluctance and skepticism of minors in receiving psychological help. Minors are more likely to have group sessions in a game format. Research objective to propose new transformational games for the prevention of risky behavior of minors An important characteristic of psychotechnology is the combination of psychological methods and pedagogical techniques. Highly specialized methods (pedagogy and psychology): questionnaires (surveys), the study of students' creative work. Used an actually-a random sample. As a result, it was revealed that minors really feel more free in the group, so the idea of psychotransformation game was successful. According to the results of the questionnaire, it was revealed that the respondents believe that digital risks are closely related to public ones. Without updating digital security, public risks cannot be considered. Based on the responses of the respondents, scenarios for group activities with games were compiled. The authors not only created variations of transformational games, but also conducted a couple of classes on the basis of an educational institution. Classes are held separately: on the prevention of digital security, after on the prevention of public risks. The result of the lessons was progress among minors in understanding digital and social risks. Understanding how to secure your own digital space to ensure the safety of public peace.

Preschoolers’ play with their parents is the important aspect of family education. However, digitalization is bringing changes to parent-child interactions. In this regard, the study of the features of their joint games determines the importance and relevance of their consideration in the context of digitalization of the family microenvironment. Purpose of the study: analysis of the characteristics of games between parents and older preschoolers, taking into account the possibilities of using digital devices. Participants: 141 preschoolers (Mage=6.78, SD=0.35; 66 boys, 75 girls) and their parents (predominantly mothers: 125 mothers, 16 fathers). The methods of the study included the survey for parents (containing questions about a mother and a father); Express-Diagnostics of Intellectual Abilities and a special technique for revealing the intellectual and creative potential were applied for children. In almost all families (99.3%), parents play traditional games (board games, active games, role-playing games, etc.) with their children without digital devices. At the same time, 83.7% of families also play computer games with their children using digital devices. The frequency of gaming interaction varies. Traditional games are used: often — in 61% families, moderately — 36.2%, rarely — 1.4%, while computer games: often — 7.8%, moderately — 27.7%, rarely — 48.2%. Traditional games with children are more often chosen by mothers and computer games — by fathers. Diagnostics of the intellectual and creative development of preschoolers showed the significance of the frequency of playing games between children and parents using digital devices. Higher intellectual test results were among preschoolers who rarely played computer games with mothers or fathers. Children whose mothers rarely chose computer games and preferred playing traditional games with them without digital devices had higher creative abilities.

Students' perceptions of media literacy are explored through a “Sirius Leto” research project implementation. The relevance of the study is determined by the need to teach schoolchildren effective and safe ways of interacting in the virtual space, assimilating optimal strategies for searching and verifying information. The purpose of the study is to reveal the ideas of schoolchildren about media literacy in comparison with the expert position of professionals in the field of digitalization. To collect empirical data, survey methods have been used: questionnaires for schoolchildren and interviews with experts. The survey was carried out using an online form (Google Forms), a semi-structured interview with experts was conducted orally according to a pre-developed guide. The total study sample was 304 respondents (301 schoolchildren and 3 experts) It has been established that experts understand media literacy as a complex phenomenon including the ability to navigate information streams, critically rethink incoming information, analyze its reliability, protect against media manipulations, consciously and purposefully use media resources, as well as the ability to produce high-quality content. It has been revealed that schoolchildren, in general, are aware of the need to select information from reliable sources, about the basic principles of fact-checking, about the presence of a significant number of fakes in the digital sphere. Nevertheless, respondents note that the school curriculum is not sufficiently focused on the development of media literacy of students. In turn, experts point out that the low level of media literacy of schoolchildren increases the risks of the harmful effects of propaganda, the formation of clip thinking, and distortion of the worldview. The project resulted in a set of recommendations for schoolchildren and teachers on the development of media literacy.

Linguistic abilities offer promising opportunities for successful professional realization in the international community. Therefore, the study of individual psychological characteristics that contribute to the effective acquisition of foreign language acquisition seems to be a significant research task. The contribution of cognitive abilities, in particular verbal intelligence, is confirmed by several studies (Kormos, 2013). However, the nature of the relationship between non-cognitive factors and linguistic abilities requires further scientific clarification. The present research aims to study the contribution of cognitive abilities such as abstract and verbal intelligence, as well as personality traits, including such dispositions as Openness to Experience, Consciousness, Extraversion, Neuroticism and Agreeableness, into different measures of linguistic abilities. 109 students of the faculties of foreign participated in this study performing several linguistic tests. The evaluated indicators included language reasoning, grammatical literacy, the ability to remember the meanings of unknown words, auditory short-term memory. Abstract intelligence was measured by the J. Raven Standard matrices and verbal intelligence was assessed by the verbal subscales of the Amthauer Intelligence Structure Test. Personality traits were tested by the short version of the “Big Five” questionnaire (Shchebetenko, 2014). The results of the study showed different patterns of interaction of linguistic indicators with cognitive and personal variables. The strongest correlations were revealed between the abstract intelligence and the language reasoning (r = 0.59; p 0.000) as well as abstract intelligence and the auditory short-term memory (r = 0.41; p 0.05). Verbal intelligence showed significant positive relationships with grammatical literacy (r = 0.33; p 0.000). In terms of personality traits, significant correlations have been found between language reasoning and Consciousness (r = 0.3; p 0.05), as well as between the ability to remember the meanings of unknown words and Openness to experience (r = - 0.23; p 0.05). General data are discussed in terms of modern approaches to the measurements of linguistic abilities. The study was supported by the Russian Science Foundation (agreement No. 23-28-01292 dated January 13, 2023).

In the contemporary era, entirely digital, which crosses the links between one and the other, it is pressing to find the incursion of the child from an early age in actions that are recorded through a digital screen provided by parents or caregivers as a means to occupy them in games and programs of interaction with digital figures. Such digital modes have transformed the child's access to the psychic, relational and bodily world. The method is comprehensive, based on the analysis of conceptual categories of theoretical contributions from the relational field and its clinic. It is proposed to highlight the relationship between children's subjectivity, mediated by the digital world, that is, the incorporation of images and their implications in the child's psychic and bodily organization. Therefore, it is feasible to conceive how the digital world becomes a mediator between the parents and the child, so it is important to raise the importance that the digital world has to be built from a parental bond that ensures meaning to the child in his encounter with the digital.

The present study investigated texting in the classroom through written (SMS) and instant (social media) messages comparatively between adolescents without and with LD. Also, applying the Social Cognitive Theory, the role of classroom climate and academic boredom in texting in the classroom was co-examined through an explanatory mediation model. Overall, 439 students (59% girls) without LD and 408 students (47% girls) with LD, who both attended randomly selected Greek junior high schools of Mainstream Education and used a mobile phone, completed self-reported scales about the variables involved with reference to the Modern Greek language course. The results showed that texting in the classroom (through written/instant messages) was above average for both student subgroups, regardless of their gender. However, within a comparative perspective, texting in the classroom through instant (social media) messages was higher for students with LD. Furthermore, in the relationship between classroom climate and texting in the classroom (through written/instant messages) academic boredom proved a full mediator for students without LD and a partial mediator for students with LD. The findings imply the need for psycho-educational interventions in the context of specific school courses, to strengthen differentiated dimensions of psycho-social classroom climate for adolescents without and with LD. Thus, positive academic emotions and minimized disruptive texting in the classroom could be achieved.

The teaching-learning process of mathematics is a relevant area because it develops in students abstract thinking, analysis skills, anticipation, reflection and a new communication system. However, not all students develop these skills and they often have difficulties in solving mathematical operations. The objective of the research is to show a formative method of multiplication and division actions based on Vygotsky's proposal and the theory of activity applied to teaching (Galperin and Talizina). Vygotsky's genetic-experimental method was used. The participants were second grade elementary school students from a private school in the city of Puebla, Mexico. The structuring of the didactic content is based on the principle of organization, direction and orientation of the teaching-learning process, developed specifically for mathematics. The results show that students take ownership of the action of measurement, manage to identify multiplication and division actions, solve and propose mathematical problems in a reflective manner. The need for the formation of general systemic concepts (concept of number and decimal number system) for learning arithmetic operations and problem solving is emphasized. The need and feasibility of effective and practically approved proposals related to the teaching of invariant elements in mathematics (magnitude, measurement and number of times) and their relationships for the formation of particular actions such as multiplication and division are discussed. It is concluded that the application of the method has positive effects, because it allows the solution of various mathematical actions and operations, allows the reflective solution of arithmetic problems, and favors the motivation for learning mathematics.

Relevance: The formation of the Self-concept of the modern generation unfolds in a world characterized by social variability and uncertainty. The self-concept of personality defines different aspects of a person's life. Interpersonal relationships are especially important in adolescence in the aspect of future, mental heath and well-being. As part of our work, we are considering the connection between the self-concept and the interpersonal relationships. Purpose of the study: exploring ideas about interpersonal relationships in connection with different types of self-concept. 1. Research methods: The questionnaire "Related self-concept" (E.A. Dorosheva, G.G. Knyazev, O.S. Kornienko, 2016) is aimed at identifying the features of the self-concept. 2. The questionnaire "Collective" and "Independent" self-concept (Dorosheva E.A., Knyazev G.G., Kornienko OS, 2016) is aimed at solving the problem of determining the type of self-concept. 3. Method Incomplete sentences (1991) in the author's modified version: meets the task of diagnosing representations about romantic relationships. Sample: 97 respondents, 15 young men (15.5%), 82 girls (84.5%) aged 17 to 22 years. М = 19.4 SD = 1.4. Main Results: Using the cluster analysis method, three groups of boys and girls were obtained, differing in the characteristics of the self-concept according to the Markus & Kitayama model, 1991. The groups were called by us "harmonious," "involved," "distant." There are significant differences between groups in relationship value, relationship engagement, and emotional assessment of relationships. "Harmonious" and "involved" young men and women tend to be more positive about interpersonal relationships than "distant." For adolescence from the "harmonious" group, relationships are of greater value than for adolescence from the "distant" group. "Involved" and "distant" differ significantly in the severity of the characteristic of the relationship "involvement in the relationship." Conclusion: thus, the features of the self-concept are associated with the notion of interpersonal relationships in adolescence.

School group educational projects constitute a form of work in Cuban education, which aims to promote autonomy, participation, individual and social responsibility, as well as lasting learning in all students. This project requires adequate management and coordination by all those involved and demands, under current conditions, that students, as protagonists, can carry out these activities in person or virtually, hence the need to educate them for the use of networks in favor of the management of the aforementioned project. The objective is to train students in the fifth grade of primary education to use social networks in favor of the management of the educational project of their school group. The following methods were used for research: observation, analytical - synthetic, documentary analysis, interview and survey. The sample was made up of a group of schoolchildren of 27 students from Joe Westbrook Rosales Elementary School. The main results showed greater autonomy on the part of the students to carry out, from the digital context, meetings in order to manage information, plan, organize, monitor, socialize and evaluate the activities programmed in their school group educational project. The development of digital skills in students around social networks as a work tool for the management of the school group educational project was also encouraged. Training from an early age in the responsible use of social networks for the management of the educational project of a school group constitutes premises of preparation for life and for coexistence, while autonomy is promoted in the digital context. The research contributes to the promotion of digital culture in fifth grade students of Primary Education.

The sociocultural transformation of modern reality is the widespread use of the Internet and computer games for leisure, which has ambiguous and often negative effects for users. The goal is to study the specifics of risk-taking among adolescents in the context of computer games in the MMO and MOBA genres. Subjects: 493 schoolchildren (14-16 years old) with normative development (ND) and with disabilities (F83 according to ICD-10 - mixed specific disorders of psychological development). All subjects were divided into 4 groups: low-income teenagers who prefer MMO or MOBA games; teenagers with disabilities who prefer MMO or MOBA games. The results of ANOVA are presented, in which differences were established in the parameter “degree of risk readiness” (F=21.289, p<0.01). In groups of adolescents with ND, differences in the parameter willingness to take risks were also found (F=13.147, p<0.01). It should be noted that among adolescents with disabilities who prefer computer games of the MOBA genre, the degree of risk readiness is significantly higher than among adolescents with disabilities who also prefer computer games of the MOBA genre (F = 33.544, p < 0.05). This fact can be explained by the fact that in games of the MOBA genre, a teenager not only perceives the content, but actively acts, controlling the game character. In addition, in these games, aggressive behavior is reinforced with rewards, which helps to consolidate this method of action and significantly increases the degree of readiness for risky behavior of a teenager with disabilities in reality. A high propensity to take risks is due to dysontogenetic factors in adolescents with disabilities: impaired understanding, analysis and critical evaluation of information, reduced self-control, etc. According to Vygotsky, risk behavior manifests itself in close connection with social conditions and the culture of society. The parameter under study requires attention from psychologists.

The mastering of grammatical means of language provides not only speech but also mental development of preschool children. In this regard, the improvement of ways to form a beautiful and competent speech for full communication of the child is an urgent pedagogical task. Of particular interest is such a direction of work as morphology. In the process of active learning of grammatical phenomena, most preschool children violate morphological rules, which determines the need for timely prevention of speech errors. In order to study morphological skills in the pupils of senior preschool age a pedagogical study was conducted. The diagnostic complex of studying the formation of morphological skills in older preschool children was made on the basis of the research methodology proposed by M. M. Alekseeva and V. I. Yashina. The study sample consisted of 20 pupils of the senior preschool age from 5 to 6 years of preschool education in Minsk (11 girls and 9 boys). The analysis of the obtained results showed that morphological skills of senior preschool children are mainly at the average level (12 children, 60%). The low level is characteristic of 5 children (25%). A high level was found in 3 pupils (15%). In order to improve morphological skills of older preschool children, an electronic educational resource (EER) was developed – «Morphological Calendar», which allows solving the problems of forming grammatically correct speech in pupils using digital means, which meets the age interests of the child on the one hand, and the need to provide active screen time, when the child is not just a consumer of content, but is a direct performer of certain actions. Currently, the EER is being tested in preschool education institutions in Minsk. Preliminary results allow us to conclude about the effectiveness of the developed didactic materials for improving morphological skills of senior preschool students.

Digital devices change the forms of interaction with the outside world, complement the lives of children, create a new development situation and become a full-fledged agent of socialization. In view of this, it is necessary to develop effective tools aimed at supporting the development of socialization of adolescents. The purpose of the study is to study the psychological characteristics of the socialization of adolescents in the digital era, as well as to develop and test a psychological and pedagogical program for adolescents. 93 schoolchildren (12-16 years old) took part in the study. The results of a one-way analysis of variance are presented, in which it was established that the studied features of the socialization of adolescents have statistically significant differences in the studied groups - control (CG) and experimental (EG). Numerous personality dimensions have been examined in the study of adolescent socialization in the digital age. Thus, it was found that when working with children, “tolerance” (F = 85.227, p < 0.01), “motivation to achieve success” (F = 77.406, p < 0.01), and “situational anxiety” ( F=21.17, p<0.01), “emotional intelligence” (F=1.833, p<0.179). In general, this means that despite all the complexity of socialization, it is possible. However, this requires the creation of special conditions that meet the principles of humanistic psychology: recognition of the self-worth of the individual and orientation towards feeling and accepting a position of equality and personal growth in relationships in a team; take into account the age characteristics and social situation of adolescent development. Thus, the result of the psychological and pedagogical program was the creation of optimal psychological and pedagogical conditions for the development of students’ personality, the achievement of adaptation to the educational environment, and the harmonization of interpersonal relationships.

In the context of modern sociocultural transformations, the attention of scientists is focused on the interaction of children with electronic devices. Modern research allows us to conclude that the conscious and correct use of information technologies in pedagogical work with preschool children has significant potential for the implementation of educational goals, including the musical education of preschoolers. During 2022-2024 at the Faculty of Preschool Education BSPU named after M. Tank the research was conducted. Its purpose was to theoretically substantiate and develop didactic support for the musical education of children of senior preschool age using digital means. Currently, in addition to computer music games, which have multiple advantages over the use of traditional games in musical education and are widely used in educational practice, other digital means are also compelling, including digital animation created using an animation studio. The research of the students of the Faculty of Preschool Education confirmed the effectiveness of using the animation studio in solving such problems of the educational field “Musical Art” as the development of an emotionally positive attitude, interest in different genres of musical art, the formation of the ability to name and compare works of different genres of music, musical instruments, express judgments. The creation of cartoons together with children was carried out using the equipment of the animation studio “I Create the World”. Particular attention was paid to the musical accompaniment - sound recording of fragments of the sound of musical works of various genres performed by various instruments, which in this case determined the content of the cartoon and individual fragments in the vocal and instrumental performance of the students themselves. After participating in the creation of cartoons on a variety of topics, the vast majority of students (75%) showed positive dynamics in indicators of the formation of musical representations.

The confinement and physical distancing implemented in Chile during the COVID-19 pandemic generated a hyperstimulating context that boosted the consumption of social networks and video games in children and young people. Social isolation, online classes and uncertainty stimulated the search for immediate positive reinforcement as escape mechanisms, with various implications at the level of the prefrontal cortex, amygdala and brain reward circuits. Aim. Describe the available literature around the characterization of video game disorder (VDJ) and problematic consumption of social networks, contributing to the understanding of this phenomenon in the Latin American context and its incidence in the child and adolescent population. Method. A systematic, analytical literature review was used. The categories were considered as the search axis: (a) use of social networks, (b) video games, (c) addiction and (d) video game disorder, according to studies published in PubMed, Web of Science and Scopus databases. Results. The clinical manifestations described for its addictive use are still heterogeneous. It was observed that the earlier the pattern of video game and social media consumption manifests, the greater the frequency of their use at later ages, which increases risk behaviors in the future. Discussion. The pattern of problematic consumption of social networks and video games is still controversial in children and young people. However, it can have negative impacts on brain development, affecting attention, memory and learning, as well as emotional regulation strategies, sleep patterns and social skills. Likewise, it increases the risk of addiction, cyberbullying, eating disorders and depression. Finally, the challenge of generating knowledge, experiences and multidisciplinary research around the problematic use of these platforms in school contexts for the protection of children's mental health is reaffirmed.

Modern teenagers are developing in the digital age, which affects their socialization, affects their health and emotional sphere. The purpose of the study is to study the specifics of emotional and social intelligence of adolescents in the context of digitalization. The hypothesis of the study is that the problematic use of social networks affects the degree of development of emotional and social intelligence of adolescents. The study was conducted on the basis of schools inYaroslavl and P.Tiksi. 80 teenagers (13-16 years old) took part as subjects. The subjects were It is divided into groups with a normal and problematic level of digitalization. Research methods: the emotional intelligence test (Hall),the social intelligence test (Guilford), the questionnaire of the degree of enthusiasm for computer games (Grishina) and the questionnaire of problematic use of social networks (Marino). Mathematical and statistical procedures were also used. During the application of the analysis of variance, it was found that the indicator of "self-motivation" is higher in adolescents with no problematic use of social networks (F=1.2, p=0.3) and computer games (F=1.2, p=0.3). In other words, the higher the level of problematic use of social networks, the less often a teenager controls his behavior by controlling emotions. Their behavior is based on low self-control, inability to control their desires, and the desire for their immediate satisfaction. However, It was found that "completion stories" (F=1.3, p=2.2) and "expression groups" (F=1.8, p=0.1) are higher in adolescents with no problematic use of social networks. They are characterized by the ability to predict people's behavior and analyze it as they receive the experience of nonverbal interaction in the real world, which develops their ability to control and recognize the nonverbal reactions of other people.

Relevance. Adolescents with mild mental retardation experience problems in interpersonal relationships with peers and teachers, do not accurately assess other people’s attitudes toward themselves, and are not critical enough of their own behavior, which often leads to rejection in the group. In this connection, it is relevant to study and develop a communicative training program aimed at developing anticipation, predicting the results of one’s behavior and the reactions of other people in difficult situations. Purpose of the study: to identify the characteristics of self-attitude and interpersonal relationships of adolescents with mild mental retardation. Materials and methods. 20 adolescents with mild mental retardation were studied in a specialized school. Self-esteem (Dembo-Rubinstein), features of interpersonal relationships (Rozentsweig test, Rene-Gilles test, unfinished sentences (Kisova V.V., Koneva I.A.) were studied). Results: Along with high self-esteem and high perceived evaluation by others, there is a lack of receiving positive support from the microsociety (peers, teachers, parents). The way out of their conflict situations is focused on impulsive reactions, and is not focused on protecting and identifying their interests. There is low self- reflection and anticipation. Teenagers do not know how to express their interests and complaints to teachers. In connection with this, we have developed and tested communicative training, in the form of an online game, aimed at developing self-reflection and probabilistic forecasting in assessing the situation and the expected behavior of other people. Conclusions. Conducting communicative training in the form of an online game contributed to a significant improvement in communication in adolescents with a higher cognitive level according to MMSE Key words: self-attitude, anticipation, adolescents, mild mental retardation, online communication training.

Annotation. The relevance of the study is due to modern realities associated with the threats of an excess and accessibility of information content not intended for children, and the abnormal time of a child's interaction with digital media. The purpose of the study: to determine the content of educational work with parents on the organization of family joint viewing of digital content with children of early and preschool age. To obtain empirical information about the forms and degree of parental control in the sphere of interaction of a preschool child with gadgets, the questionnaire method was used. 70 people participated in the survey. Depending on the age of the child, the following specific characteristics of the parents' position were identified: - parents of young children exercise more formal control over the content of digital content (more than 50%), only 35% of parents are directly involved in the child's development of digital space, and 15% of parents adhere to the position of unrestricted access of the child to the digital environment. - 96% of parents of older preschool children are characterized by both mastering the digital space with their children and exercising formal control. And only 4% of parents take a position supporting unlimited access to digital resources. Taking into account the identified features, a program of educational work with parents was developed in the format of a discussion platform. It offered various forms and methods of conscientious child-parent leisure activities using gadgets, taking into account the age specifics of children, organized a discussion of digital content and ways to control the child's immersion in it based on a differentiated approach, depending on the features of parental control identified during the survey.

Informatization of social space and the digital environment have a huge impact on all spheres of the psyche. Digital devices change the forms of interaction with the outside world, complement the lives of children, and create a new development situation. The modern context of digital socialization is characterized by a significant gap between parents and children in mastering the digital space, which cannot but affect the peculiarities of constructing cultural norms online. Thus, the digital space, as part of the social situation of a teenager’s development, determines the specifics of aggressive behavior online. The purpose of the study is to study the specifics of cyber aggression among adolescents in the digital age. Research methods include theoretical analysis, general psychological methods, principles of planning and conducting empirical research, diagnostic and research methods, mathematical and statistical methods for processing empirical data: procedures of descriptive statistics, correlation analysis, analysis of variance. 72 teenagers (14-16 years old) took part in the study as subjects. The subjects were divided into groups depending on the level of reflexivity. After conducting the study, the following conclusions can be drawn: adolescents with a higher level of reflection in a conflict situation tend to react with cooperation, and adolescents with a low level of reflection tend to react with competition, and also in the group of highly reflective adolescents, cyberbullying rates are lower than in the group of adolescents with a low level of reflexivity ( F=12.454, p<0.01). We assume that a reflective teenager is inclined to think about what the aggressor wants to achieve with such actions, and how best to respond to this provocation. Such reasoning will avoid hasty, rash actions and avoid impulsive responses, as the teenager will think about how this situation can affect further interaction and his mental state.

Gadgets have developed 5 times faster than growth humans for approximately a decade. Millennial parents or generation Y implementing digital parenting for children to protect them. This often causes problems between parents and children caused by digital gap about some rules to use gadgets. This problem often occurs in children aged 5-9 years from Alpha generation. Digital parenting is a parent's attention, rules and strategies who use digital technology devices. It is used to manage well-being of children and families habits of using digital devices (Brisson-Boivin, 2018). Digital well-being is a subjective state of well-being in an environment digital with communication that occurs non-stop. Digital well-being is divided into 2 dimensions: individual and social. This research will focus on the individual dimension. The individual dimension is called digital wellbeing skills, it's a group the skills needed to manage the side effects of that communication abundant so that individuals are stress free and focus on daily life (Gui, 2017). The aim of this research is to explore the strategies of the parents' generation Y in the digital parenting process for Alpha generation children so children and parents can find ways to resolve conflicts so that children can grow digital welfare skills as an active gadget user. This research uses a qualitative method with a case study. The subjects in the study were 3 pairs of parents and children on a regular basis using gadgets. The data collection technique used was interviewsmand field notes. This research data analysis uses thematic analysis with a data-driven approach. The results of this research have 4 themes: Setting a schedule for using gadgets family, communicating content that is not appropriate for the child's age, accompany children to make things from the internet, learn about gadgets and child of a psychologist. Through this research, parents can learn style proper parenting according to the digital era.

Background. Numerous studies in the psychology of assimilation of mathematical concepts implicitly rely on the so-called «factor» approach, which evaluates the contribution of various factors (external and internal) to the academic achievement (Hetty, 2017). However, in the CHAT tradition, a key role is assigned to the construction of learning, in particular, its content (concepts, actions and means). The purpose of the study is to assess to what extent adequately structured learning content can offset cognitive differences in the assimilation of elementary mathematical concepts. Methods. The study involved 133 preschoolers aged 6-7 years, of which 52.6% were boys. The cognitive processes of children were assessed using the NEPSY-II subtests along with Raven’s Coloured matrices. Also, a pre- and post-test of mathematical concepts and skills was conducted using the authors’ diagnostic tools. Participants from each subgroup (with low, medium, and high level of cognitive development) were randomly assigned to the 3 experimental and 1 control groups, so that the ratio of participants in the groups was uniform. Each of the three experimental groups was attended a specially designed program (15 classes of 15-20 minutes each). In all three programs, children were asked to master the same content (concepts and actions), but the types of symbolic means used («symbol» means, «sign» means and «model» means) Results. Children with different levels of cognitive development equally successfully mastered programs with «symbol» and «sign» means. Cognitive differences affected the effectiveness only in the case of using «model» means. Conclusion. The content of education plays a more important role in the formation of initial mathematical concepts in older preschoolers than the level of development of their cognitive abilities. However, the more complex the program is in terms of the symbolic means used, the greater the contribution is made by the level of development of children's cognitive abilities.

Audiovisuals are now a learning opportunity for children and their educational agents. This means that they must be used responsibly and in a timely manner as the only way to turn them into development tools and to encourage audiovisual consumption for this purpose. Audiovisuals that promote children's development depend on the adults who influence their education. In early childhood, this phenomenon becomes more relevant, given the psychological regularities of the period, the role of the adult and education as a guide to development. The research aims to characterize the audiovisual culture of early childhood educators who are undergoing university professional training. It describes how the training process contributes to the development of audiovisual culture so that these educational agents can responsibly mediate children's audiovisual consumption. Theoretical methods such as analytical-synthetic, inductive-deductive, systems approach and empirical methods such as documentary analysis, observation, surveys and interviews are used. 37 first-year students from the Municipal University Center of Bauta, belonging to the University of Artemisa, were intentionally selected for the sample. Ten teachers from the Bachelor's Degree in Preschool Education were also selected. The results show a basic development of the three dimensions that make up audiovisual culture: gnoseological, instrumental and evaluative. It highlights the impossibility of the educators to explain their mediating role in converting audiovisuals into development media from their three functions: teaching-methodological, educational guidance and research and improvement. It is recognized that university vocational training must intend actions to develop knowledge related to audiovisual language, criteria for quality audiovisuals and the regularities of children in early childhood as a consumer public. The basic development of audiovisual culture exhibited by educators in university vocational training hinders the responsible mediation of audiovisual consumption by the children they work with.

In the context of technological evolution, digital media have a significant presence in children's lives. The use of these media has been the subject of study, especially in the context of young children. Research has expanded its focus beyond screen time, addressing different types of media and interactive applications. Internationally, studies highlight the negative effects of excessive use of digital media in childhood, including physical, cognitive and emotional impacts. In addition, the type of device and the context of use also influence the results. Parental mediation and the home environment play an important role in the effects of digital media. Contextualist theoretical models are used to explain children's interactions with digital media, considering the contextual, personal and social elements that influence and are influenced by the media. In Brazil, there is a lack of instruments that accurately detail the use of digital media in childhood. The aim was therefore to carry out the process of cross-cultural adaptation of the SCREENS Questionnaire (SCREENS-Q) for the Brazilian context. The cross-cultural adaptation of the SCREENS-Q psychological questionnaire for Brazil aimed to fill the gap of validated instruments for our context, considering the increased use of digital devices in the country. The process included careful modifications to ensure linguistic accuracy and cultural relevance. In addition, experts played a key role in reviewing and approving the adapted test. The participation of the target audience helped identify cultural ambiguities, and adjustments were made to accommodate regional nuances. Content validity was robust, and a pilot test confirmed the practicality of the instrument. Back-translation and revision by the original author ensured conceptual and linguistic accuracy. In summary, the adaptation of SCREENS-Q to Brazil resulted in a culturally sensitive and linguistically appropriate instrument, contributing to future research on the use of digital media in the country.

Modern teenagers spend at least four hours online. Most parents stop limiting the time on the Internet after the age of fourteen, sometimes without knowing about the online environment risks. Children who prefer online communication to live communication are characterized by social anxiety, low self-esteem, difficult relationships with peers, which pushes them to search for virtual friends. So, in their profile they provide information about themselves, including age, gender, interests, supplementing it with a phone number and address. This information is studied by persons with sexual perversions. Grooming is the adults` criminal behavior, carried out online, aimed at sexual integrity of children and minors (7–17 years). Pedophiles with mental disorders tend to commit serial crimes. Having studied the child’s profile and interested the future victim with positive feedback, the groomer usually introduces himself as a teenage girl, and in the role of an adult acts as director, modeling agent, etc. Having formed trusting relationship, the manipulator gets confidential information, and using it he forces the victim to have virtual or real sex. Children can resist grooming when they know about Internet risks and have trusting relationships with loved ones. Legislative prosecution of groomers is difficult due to the children`s unwillingness to inform parents about grooming, the attacker`s anonymity, the small percentage of criminal cases initiated due to the search for evidence, the parents` digital incompetence and the gullibility of children. The scale of grooming is accompanied by ease of network access, lack of identity verification when registering, insufficient content control, and distant parent-child relationships.

Relevance: The digitalisation of society dictates new rules and offers competencies that young people should master to adapt to it. The tasks of parents and specialists working with children include not only teaching new technologies, but also warning about all the psychological consequences and risks of the digital environment. Purpose of the study: to bring together the competencies of the digital society related to child safety online, and consider them from the psychological point of view. Research methods: theoretical review of psychological trends and approaches on this topic, results of scientific researches. Main results: an article with generalised conclusions on the research topic. Conclusion: The psychological aspect in terms of digital security is no less significant than other competencies that need to be taught to modern young people to adapt to the digital world.

In the field of mathematics education, it is common to observe students dealing with feelings of rejection, frustration, or denial. These attitudes and behaviours are deeply intertwined with their beliefs about mathematics, constituting a fundamental aspect of their learning experience. Consequently, challenges faced during Primary Education, if left unaddressed, tend to persist, and manifest themselves in Secondary Education, subsequently affecting higher education trajectories. This study aims to analyse and describe the significance of beliefs about oneself as a learner and about the level of mathematical proficiency in Primary Education students, with the goal of evaluating the necessity for designing tools that support these aspects in future pedagogical intervention programs. A total of 113 Primary Education students aged between 9 and 12 years (43.2% girls) from a school in south-eastern Spain participated. The instrument administered for data collection comprised the subscales for beliefs about oneself as a learner and about the degree of mathematical skill, developed by Molera Botella (2012), involving a total of 7 items assessed using a Likert scale (1-4). Analysis revealed that the self-concept factor among participants yielded a mean score of 14.7 (SD=3.05), while beliefs regarding mathematical proficiency averaged at 5.29 (SD=1.54). Spearman's correlation was employed due to the absence of normality in variances, revealing a positive and statistically significant relationship between the two factors (Rho=0.662; p<.001), indicating a strong linear correlation. Self-concept and beliefs about mathematical competence are closely intertwined in this study. This complex interplay between both factors underscores the need to foster a positive self-concept and strengthen mathematical skills from the earliest stages of education. The use of motivating and personalised learning experiences facilitated by innovative digital tools holds promise for achieving a lasting impact on mathematics learning throughout a student’s academic journey.

The transition of a child from a family to any institution of socialization can be considered as a test that checks the child’s existing system of relationships. In closed educational organizations, such as the cadet corps, teenagers face various difficulties that are rarely encountered in the parental family. Among them are strict regime and discipline, physical activity, psychological pressure, lack of personal freedom, etc. How well a developing subject will feel in a new social environment depends on his personal characteristics, and the problems that arise when entering a new community give rise to various negative effects, often leading to isolation and a feeling of loneliness. The faster a teenager gets involved in various situations of a new environment, rethinks reality, experiences his personal conflicts, and is ready to overcome obstacles, the faster and more painless the process of social adaptation will be. One of the areas of psychological assistance to applicants to the cadet corps is the diagnosis of their personal characteristics, potentially contributing to social isolation, followed by psychological support for the new intake, and the development of specific recommendations for all participants in the pedagogical process. For this purpose, the relationships between indicators of stress resistance (Y.V. Shcherbatykh), anxiety (Ch. Spielberger) and loneliness (E.E. Rogova) were studied among elder teenagers studying in the Cossack cadet corps (60 boys and 20 girls). Girl cadets demonstrated significantly higher indicators of situational and personal anxiety than boys. However, correlations between anxiety in girls, unlike boys, with all types of loneliness have not been identified. Similar data were found for stress resistance. Correlations among boys cadets indicate the possibility of temporary loneliness being generated by a tendency to complication, destructiveness, reaction to circumstances, and a basic indicator. Factors in the emergence of cognitive loneliness can be a tendency to complicate things, destructiveness, and a basic indicator. The tendency to complicate things gives rise to behavioral, predisposition to psychosomatic diseases - emotional loneliness. For girls cadets, the factor contributing to emotional loneliness is constructiveness; reaction to circumstances; behavioral loneliness is also provoked by constructiveness. Thus, anxiety and stress resistance are factors contributing to the development of feeling of loneliness among teenage boys in closed educational organizations, and psychological support for cadets of different sexes in this regard is structured differently.

Relevance of the study: The issue of improving families and children life quality, countering the spread of media violence and promoting healthy personal development is acute. The purpose is to identify adolescents' relationship with various interpersonal attitudes to media products. Research methods: to evaluate interpersonal relationships actively promoted in the media, Osgood's semantic differential was used. Interpersonal relationships were evaluated: 1) with a tendency towards romanticization; 2) with a tendency to abandon their own sovereignty and absorb the partner’s psychological territory; 3) with a tendency to violate the both participants’ psychological territory; 4) quite psychologically healthy and safe relationships. Psychodiagnostic techniques were used to assess role expectations and attitudes in a potential couple. A gender-balanced study sample was made up of 102 high school adolescents from Moscow schools who took part in RUDN University educational activities. Main results of the study: In a comparative analysis, differences by gender were obtained. Girls are characterized by being more dependent on the others opinions, as well as the personal boundaries blurring. Young men showed a greater predisposition to relationships with a tendency to abandon their own sovereignty and absorb the psychological territory of the partner, as well as with a tendency to violate the psychological territory of both participants. Factor analysis showed that respondents are able to recognize the types of interpersonal relationships. Healthy addiction, responsibility and cooperation are assessed as constituting a fairly psychologically healthy and safe relationship. Conclusion: The results obtained are generally consistent with our studies conducted on university students samples, which means the formation stability of an interpersonal relationships pattern with repeated exposure to media production in adolescence and young adulthood. This is critically significant for the possibility of forming strong healthy interpersonal relationships and should be under the attention of the psychological community, educational systems, families.

Relevance. One of the factors in the growth of well-being of the population of the Russian Federation is the level of quality of education, the main indicators of which are academic success and the emotional well-being of the student. The purpose of this article is to provide a theoretical and methodological substantiation of the concept of “academic success”, to identify factors of academic success and, on this basis, to discuss the relationship with the emotional well-being of a student. Methods of research. The theoretical and methodological basis of the study is the theoretical provisions on the essence of academic success of students (B.G. Ananyev, V.N. Druzhinin, M.R. Shabalina), the provisions of the theory of cognitive development of the child’s personality in the modern educational environment (A.I. Savenkov) , theory of ecological systems (U. Bronfenbrenner). Results. The concept of “academic success” is defined as a special emotional state of a student, which consists of objective performance (academic performance) and a subjective attitude towards these results and the educational activities of the student himself. Academic success and emotional well-being of schoolchildren mutually determine each other through mediating factors, including the attitude to the situation of testing knowledge, the student’s satisfaction with his own achievements and relationships with parents, teachers, peers, as well as the student’s involvement in the educational process. Conclusion. The scientific novelty of the results obtained lies in the theoretical substantiation of the concept of “academic success” as an indicator that combines objective results, self-attitude and satisfaction with the student’s achievements, as well as in identifying possible directions for researching the relationship between academic success and emotional well-being as important indicators of the student’s positive development. Concretizing this relationship may become the goal of an empirical study of emotional well-being on a sample of Russian schoolchildren.

Addictions are recognized as a disorder characterized by dependence or excessive use of a substance, activity or behavior that has harmful effects on the physical and mental health of the person. There is no specific cause for an addiction to occur, since it is a bio-psychosocial disease where different factors intervene for its appearance, it cannot be explained in a simple way, since it is not only generated by one cause, and its effects are dissimilar. The 21st century, recognized as the century of information and communication technologies, brought with it the emergence of new addictions which are related to their use. One of them is mobile phone addiction. During the work practice carried out from the first year of the career in different educational institutions: primary schools, basic secondary schools and semi-boarding schools. The observation of several processes (class, recess, physical education, morning classes), the realization of interviews with adolescents and teachers, allowed to verify the inappropriate use of the mobile phone by several students and the poor use of it by the teachers to motivate and search for information related to the content of the subject they teach; these elements aroused the interest in the subject and the need to go deeper into it. Once located in the “Ivo Manuel Sanamé Nieves” Basic Secondary School, in the Mayarí municipality to carry out the pre-professional work practice, I was able to verify several inadequacies related to the inappropriate use of the mobile phone by the students. The work responds to the research problem: How to prevent cell phone addiction in adolescents in basic secondary school? Its purpose is to offer an orientation program for the prevention of cell phone addiction in adolescents from the “Ivo Sanamé Nieves” Basic Secondary School belonging to the Guatemala community of the Mayarí municipality, Holguín province. The program as a form of guidance was innovative in addressing one of the problems that affected the quality of the educational process at the institution.

Research question of this study focused on finding patterns that build lasting patriotic feelings in young audience. For this purpose, 1134 publications were content analyzed, after which 26 metanarratives were formulated and validated through focused group interviews. The theme of childhood as a time of life that evokes warm associations was widely represented on the agenda, with a total of 81 publications, or 4.4% of all publications, devoted to it. The publications showcased the most popular childhood attributes of those born at the turn of the 2000s, such as the joys of spending time in the countryside or outdoors, popular games, and foods popular in the 2000s-2010s. Such publications evoked a deep sense of nostalgia and sadness in young people, but the paramount discovery was the connection between this manifestation of nostalgia and patriotic consciousness. At the same time, direct patriotic metanarratives evoked confused feelings among young people, especially when the patriotic message was posterized and explicit. Thus, within the framework of this study, we do not only and not so much describe the relationship between childhood nostalgia and patriotism, but rather draw attention to the importance of preserving favorable memories of childhood. In this regard, the question of happy childhood in the context of developing digitalization and deep mediatization, when social media becomes the cornerstone of children's media consumption, becomes especially relevant for both researchers and media technologists.

This study aims to identify the relationship between Serious Games (SG) and the development of competencies related to computer programming in educational contexts, through which it is intended to demonstrate that SG are a quite effective tool to support the learning process in any level of instruction in childhood. For that, a based-game experience was designed with a SG named Code Combat, which is focused on programming languages like Python. The Game was applied in the 6th grade of a private school in Bogotá, Colombia to reinforce programming skills in kids. In methodology, a mixed-methods sequential explanatory design, also known as DEXPLIS, was applied. In the first place, in the quantitative data collection phase, an online questionnaire hosted in the platform Qualtrics was used to apply the pre-test and post-test. These questionnaires consisted of ten multiple-choice questions with a single answer related to basic grammar, parameters, strings, variables, and loops in Python. Then, in the qualitative data collection, a semistructured interview script with open questions that inquired about the user’s experience with the videogame was used as an instrument to assess the learning process. As a result, it was found that the SG had a positive relationship with learning, especially in enhanced specific skills processes like the use of maths, language, and writing code among others. The principal finding was a parallel development between computer programming and other generic skills related to English, Math, and Spanish. It is concluded that SG has a positive relationship with the development of competencies within the formal education environment, which indicates a great potential to support teaching and learning processes in childhood.

This study is the result of an international collaboration of researchers and practitioners who have stability to the common goal of developing a support-oriented approach for hypersensitive children in their immediate environment. Highly sensitivity is a temperamental trait that characterizes about 20% of population. Research confirms that highly sensitive people process information and stimuli more strongly from their environment more deeply than others. These individuals are more sensitive to both positive experiences as well as negative ones. The trait takes on a special meaning when we talk about children. For highly sensitive children, inadequate developmental conditions can become particularly burdensome, affecting their future. The main goal of the project is to develop, test and implement a comprehensive model of support for highly sensitive children of preschool and early-school age. We use data from previous studies, so this is theoretical research, longitudinal based on recent data which is conducted to develop new theories, concepts and frameworks that can be applied in the future. Regarding the intense experiences of highly sensitive children and the effects they have on their activities, the conclusion is that it is important that this innate trait can be identified from as early an age as possible, as it can become a protective factor, but also one of risk for maladaptive behaviors or emotional problems (anxiety, depression) in adulthood. As shown, both the family and the school environment contribute to the optimal development of highly sensitive children, which involves a process of cooperation between parents and educators, respectively teachers. Those with whom highly sensitive children come into contact should be able to identify them as such, to be able to support them emotionally, and to be able to adapt environmental conditions according to the children's ability to process stimuli at a level that does not overwhelm them.

The proposed training for childcare assistants responds to the need to structure training with a differentiated approach, given the diversity of backgrounds, experience, preparation and functions of the staff involved in the care and educational attention of children. The work presents a strategy aimed at the differentiated training of the children's assistant, with the purpose of favoring originality and aesthetic taste, essential aspects for the development of creativity in the educational process, from the assumptions of Plastic Education. The sample selected for the research were 26 assistants from the province of Pinar del Rio. Theoretical, empirical and statistical methods made it possible to identify the training needs, which allowed the verification of the problem from the initial diagnosis to the evaluation of the proposal's degree of validity. The instrumentation was in correspondence with the contents offered by the educational program for preschool children, taking advantage of the potentialities in the communities, central axis in the implementation of the strategy. All this allowed the assistants to achieve a quantitative and qualitative increase in their knowledge of creativity, showing a better professional performance.

Relevance. Network communications are an integral part of adolescents’ daily lives. The study of adolescents’ communicative behaviour on the Internet will make it possible to develop more effective measures to prevent adolescents’ destructive and aggressive behaviour caused by the negative influence of the net and to prevent cyber addiction, cyberbullying and other problems that adolescents may encounter in the virtual environment. Purpose of the research. The aim of the study is to explore the cognitive attitudes and affective mechanisms as predictors of adolescents’ cyber communication addiction. Research methods and sampling. The survey sample involved 89 adolescents aged 14-16. The survey methods included the questionnaire «Diagnostics of cyber communication addiction» (A.V. Toncheva), questionnaire «Cognitive mechanisms of communicative behaviour in the Internet space» (I.S. Luchinkina), questionnaire «Typology of cyber aggression» (S.S. Antipina), questionnaire «Orientation of the personality in the Internet space» (R.I. Zekerjaev). The applied methods of mathematical statistics mostly included Spearman’s rank correlation coefficient. Basic results. The following results were obtained in the course of the research: First, the increasing level of cyber communication addiction leads to more frequent use of such cognitive mechanisms as «Devaluation of the positive», «Emotional justification», «Labelling» and «Oughtness». Secondly, the increasing level of cyber communication addiction leads to a more expressed level of cyber aggression characterized by impulsive, unmotivated responses and impulsive initiatives. Third, the higher the level of cyber communication addiction – the higher the propensity for cyberbullying, trolling and, in general, the manifestation of asocial behaviour on the Internet. Conclusion. The obtained results show that cognitive attitudes and affective mechanisms can serve as predictors of cyber communication addiction. In turn, a high level of cyber communication addiction can lead to aggressive and asocial online behaviour. The results obtained will allow for the individualization of Internet addiction prevention and correction programs for teenagers.

Relevance. Multifunctionality makes social networks a convenient tool for various social interactions, including for educational purposes, and in adolescence - an important channel for mastering social practices, a tool of socialization. One of the main directions in the development of modern school and secondary vocational education is the digitalization of education, which involves ensuring the safety of the digital educational environment. The article is devoted to the issue of the influence of the digital environment on the development of the personality of adolescents and the importance of supporting this aspect from the psychological service of an educational institution. The article presents the results of an empirical study of identifying dependence on the digital environment (Internet addiction) and, as a consequence, a possible propensity to take risks in the process of cadets undergoing professional internships. Purpose of the study: to identify the degree of influence of the digital environment on the development of Internet addiction among cadets. Research methods and sampling: 120 students aged 15-17 years took part in the study: 78 boys and 42 girls. Block of methods: Kimberly Young's test for Internet addiction, G. Eysenck's Personality Questionnaire, modification by T.V. Matolina (teenage version), Test “Determination of the general emotional orientation of a personality” (B.I. Dodonov), Test for diagnosing a tendency to deviant behavior (SOP) A.N. Eagle, Schubert’s “Willingness to Risk” technique. Main results. 32 cadets with improved results using the specified methods were identified. The main directions for further work on the prevention of addictive behavior by a teacher-psychologist in cadets have been developed in the direction of reduction. Conclusion. Purposeful correctional work of a teacher-psychologist in college with teenage cadets who have signs of Internet addictive behavior makes it possible to reduce the severity of signs of addiction and improve the behavioral manifestations of adolescents.

There are many dramatic changes in adolescence, one of them is the physical changes in which adolescent girls are less satisfied with their bodies due to increased amount of fat. There is an assumption that having a thin body will be easier to adapt to the social environment, influencing adolescents in making a decision to go on a diet even though it causes a tendency to anorexia nervosa. This research was conducted to knowing the effect of body shaming on the tendency of anorexia nervosa in adolescent girls in Surabaya. This study uses a quantitative approach where the respondents in this study were adolescent girls who experienced the tendency of anorexia nervosa in the city of Surabaya with a total of 349 respondents. The instruments in this study were the body shaming scale and the tendency scale for anorexia nervosa. This study used to simple linear regression test to analyze data (with SPSS 24 for windows program). The results of the study show the value of F = 54.172; P = 0.00, and R = 0.135. This means that there is an effect of body shaming on the tendency of anorexia nervosa in teenage girls in Surabaya.

The issue of self-realization of personality on the internet is quite pressing nowadays. We can observe an interplay between personality and the digital realm: individuals leave their mark on the web, while the information they encounter online influences them in return. The problem of self-aggressive behavior among young people is also prominent in modern Russia. The purpose of this study is to identify markers of self-aggression in the online behavior of adolescents. The first, preliminary phase of the research was completed. The study involved 78 participants (48 young females and 30 young males), mainly students. The battery of research methods included: MMPI test (Mini-Mult), the Buss-Perry Aggression Questionnaire (adapted by S.N. Yenikolopov, N.P. Tsybulski), the Beck Depression Inventory, and content analysis of the participants’ social media profiles, conducted with their informed consent. The research was carried out online, with plans for offline verification of the online findings. Elena Kapelyukh, a student from the Clinical Psychology Department of the Dubna State University, assisted in conducting the research. We assumed that the markers of depressive and self-aggressive tendencies in young people’s online behavior would be the presence of words such as ‘depression’ and ‘death’ in headings and subheadings; involvement in destructive online communities; use of suicidal language like ‘to die’ or ‘to kick off’; a preference for hard rock music; and a predilection for black and red colors in drawings (and their combinations). This hypothesis is based on the results of pathopsychological diagnostics and clinical and psychological counseling. Preliminary conclusions drawn from the study are as follows: 1. One third of the participants showed pronounced and severe depression according to the Beck Depression Inventory. 2. Anger levels are correlated with the severity of depression among young people. The results are statistically significant. 3. Anger correlates with certain scales of the MMPI test, specifically hypochondria, depression, and hysteria. Hypochondrial tendencies are interrelated with a predominant usage of black color in the participants’ online content. The results are statistically significant. The dominance of black color is linked to involvement in depressive internet communities at a trend level. Thus, the initial findings of the research support our hypothesis.

The intensity of the use of digital technologies and artificial intelligence in education affects the personal development of students and teachers. We approached teacher modeling of digital learning of a particular student as part of creating a person-centered educational environment. Understanding the characteristics of the characters of students forming in a digital environment allows the teacher to optimally use technologies that contribute to the assimilation of the subject and the development of mental abilities. Certain patterns in reactions to pedagogical influences, in combinations of properties of scientific research identified in our studies, make it possible to develop a typology of students' characters, within the framework of the theory of motivation proposed by Michael Apter. Purpose: Differentiation of students' characters based on the analysis of individual typological features during the period of digital transformation in education. Methods and sample: K. Leonhard questionnaire, short version of MMPI (F.B. Berezina), Spielberger-Hanin personal anxiety scale, youthful version of the Kettell questionnaire; psychophysiological methods. A sample of 148 respondents: 130 students and 18 schoolchildren. The main results: the analysis of psychological and psychophysiological data made it possible to identify eight characters similar to M. Apter's metamotivational styles: "serious" - the student has the value of achievement, "playful" - the value of pleasure, "conformist" - the value of adaptation, "rebellious" - the value of freedom. "Controlling" - the value of power, "gentle" - the value of love, "self-oriented" - the value of individualism, "oriented to others" - of superiority at the expense of significant others. Conclusion: Various combinations of features of the nervous system, motives, values, goals, desires, features of the worldview, made it possible to differentiate characters. The proposed typology is positively evaluated by teachers for training for learning in a digital environment.

Research is mostly focused on of the connection between digital technologies and cognitive development and/or intelligence of the child. In the modern paradigm of cognitive development, digital technologies are considered beneficial to the development of perception, memory, thinking, and other cognitive processes. The influence of digital technologies on personal development is characterized by opposite tendencies and reveal negative effects, such as increased anxiety, emotional stress, decreased self-regulation, narrowed time perspective, impoverished social ties and quality of contacts. Some studies describe the impact of digital technologies on well-being in the context of positive adolescent functioning. A theoretical review of empirical research publications made known several types of digital technologies in education related to the learning process and the personal development process. Digital technologies related to the learning process included virtual and media communication technologies; digital tools for control and evaluation of knowledge; educational content in digital media and in the Internet; hypertext as a set of documents containing text, audio and video information, interlinked with each other. The psychological well-being of adolescents varies by different digital learning technologies and is mediated by several constructs, among which digital literacy is most often mentioned. Digital literacy is an important factor of the successful socialization. The level of digital literacy is a necessary condition for the implementation of the creative function of socialization - the function of generating new social experiences in the digital environment and in real life, inextricably linked to this environment. Digital technologies related to the personal development are put in the context of violations of prosocial behavior or negative phenomena of socialization, including cyberbullying, addiction to computer games, phubbing, net-friendship and others. Researchs are contradictory in estimates of psychological well-being of adolescents in various phenomena of negative socialization.

Within the scope of the course titled "Children at Risk and Their Education" studying at the Social Research and Development Center, Atatürk Faculty of Education, Department of Basic Education, Pre-School Teaching, awareness was provided to the teacher candidates of the child groups at risk, and weekly psychosocial support training was provided to the children in this group. Children at risk; They are children under the age of 18 who are exposed to one or more risk factors in personal, environmental or relational areas. The concept of child at risk includes children between the ages of pre-natal and 18 years, unborn, newborn, pre-school, primary school, youth and adolescence. Dependent children, Special Needs, Neglect and abuse, Refugee, Immigrant and asylum seeker children, Fractured family in terms of family, children in terms of socioeconomic and sociocultural aspects, Children in terms of language and differences are included in the scope of children at risk.

Childhood is seen as an immutable part of the life chain, childhood is a social concept and is defined relatively by society-specific norms. Childhood with the modern age “a child who is an individual with his rights”. With this change, new formations began in society and the "child" became accepted as the most valuable stakeholder of the society. As the Near East University Social Research and Development Center, we aim to raise conscious awareness and guide the sustainability of this awareness by coming together with the society in a common power circle by organizing various projects under this umbrella of thought. In this context, we can implement projects planned for children in the field by making cooperation protocols with institutions and organizations. Our projects; Within the scope of Dikmen Municipality cooperation protocol, schools affiliated to the town • “Child Rights Event” was held. Within the scope of the event organized for awareness purposes, various activities were organized for pre-school teacher candidates regarding the articles included in the "Children's Rights Convention". • Educational playgrounds were created in school gardens, allowing children to learn while having fun. • By donating educational materials, the tools in the learning process were enriched, children were supported to learn by doing, experiencing, exploring, and permanent learning was achieved. The events were held within the scope of sustainable development goal 17 and sustainable development goal 4 within the mission of the Social Research and Development Center. Recently, generational learning practices project were conducted with elderly and children. In this event, cultural learning, the role of technology was shared with over 30 children and 50 elderly people. In the event, elderly people cooked traditional foods to children, children made traditional folk dance to elderly people. In the joint session, role of technology and emerging technologies were explained in the seminar.

Relevance. Preserving the mental health of schoolchildren, including the level of their sensory well-being, as well as the goal of cultural institutions seeking to involve visitors in their practices, require evidence-based solutions. We have identified and tested some steps to develop digital products adapted to the needs of urban schoolchildren of different categories already at the pre-project stage. Purpose of the study. Based on the parameters of sensory well-being during contact with interfaces, to clarify the algorithm for the adaptive design of digital products addressed to schoolchildren of different categories, which are included in participatory sociocultural processes (game practices, immersive practices in the museum, involvement, joint creativity). Research methods. At the first stage, J. Brook's SUS method helps to identify interfaces of existing digital sociocultural products that are difficult to perceive. Further, the survey (the author’s methodology) shows ways to adjust these elements taking into account the reactions of the target audience, recommendations from specialists in sensory well-being, as well as their adaptation to digital and paper versions of the products. Post-project analysis helps test the resulting options to ensure they can be scaled up. Sample. 12 children of different ages with mild degrees of mental disorders and ASD and 24 normotypical children from schools in Yekaterinburg. Conclusion. The authors show the use of the results of survey to help determine the parameters of games and applications on sociocultural topics that take into account indicators of sensory well-being as much as possible. The article presents a number of original products made on the adaptive approach basis. Specific attention is paid to the development of several trajectories of such products, among which, there must be a “paper” version in addition with digital ones. It is concluded that design algorithms for school-age children with disabilities and normotypical children are highly similar.

Relevance: Currently, the foundations of digital didactics are being developed, convergent education is being developed, and a different type of interaction between teacher and student is being established in the information environment of the university. The negative impact of digital technologies is noted: a weakening of the discursive type of thinking, superficial perception of information and a decrease in the ability to understand its content, lack of perception of the integrity of the educational material. Purpose of the study: to describe the practice of organizing online classes in the disciplines “Psychology. Pedagogy”, “Psychology of Human Resource Management” at a university based on the paradigm of convergent education. Research methods: pedagogical observation. Results. During the theoretical analysis, a number of substantive problems of education in connection with digitalization were identified, and the characteristics of convergent education were analyzed. An attempt has been made to describe the methodology for conducting online classes based on the methodology of convergent education, which assumes the interpenetration of pedagogical science and ICT. The methodology for conducting online classes includes the use of a reference method of working with educational material, the use of the technology of reference notes, schematic and symbolic models of educational material, clusters, frames and online group interaction of students on the Miro interactive whiteboard, in chats, which together ensure the understanding of educational material through highlighting the main thing in it is the manifestation of the communicative and mental activity of students. Students are able to reproduce what they have learned by referring to diagrams. Understanding of educational material is ensured by thinking. During online classes, the teacher works frontally and individually, ensuring the unity of educational content and managing student activities. Based on the results of online classes, students noted the effectiveness of forms of work on drawing up diagrams and clusters on the Miro interactive whiteboard, and emphasized the importance of joint non-contact information interaction for improving the results of educational work. It is noted that students quickly master the proposed work algorithms and use them without instructions from the teacher. Thus, there is an interpenetration of pedagogical science and ICT in conditions of convergence of real and virtual communication; there is a rapprochement, coincidence and merging of pedagogical science and ICT.

In the learning of Cuban History in multigrade schools, teachers must take advantage of the potential of technologies, an important aspect for the historical education of students. This research aims to: Propose activities for the efficient use of technologies in multigrade schools. Methods such as interviews, surveys, pedagogical tests, among others, were used to determine regularities for their subsequent transformation. A sample of 35 students from multigrade groups of the fifth and sixth grade combination of the Majibacoa municipality in the province of Las Tunas was used. Among the activities developed in this work, the students carry out, for example: interviews with people from the community or their relatives, take photos of their landscapes, make recordings when activities are carried out in the community and together with the teacher, create a bank of digital materials with the objective of preserving their heritage. In these cases, the use of the recorder on the cell phone or tablet is very useful to collect testimonies and photographs that are later converted into videos or other types of presentations. The use of technologies according to the characteristics of Cuban History classes in the conditions of the multigrade group, as set forth by the authors, constitutes references to consider since multigrade constitutes a regularity of the Cuban rural context. Some considerations on the preparation of their classes taking into account the potential of technologies in the conditions of the multigrade class group to favor historical training and thereby raise the quality of training of students in this type of Primary Education institution by having theoretical and practical references to develop their professional work.

Currently, the development of prerequisites for the formation of functional literacy is of particular importance in the modern world, being a strategic goal of the quality of education. The priority task at all levels of education is to educate a harmoniously developed and socially responsible personality. Mastering ways of knowing, applying knowledge and skills in practice, interacting with the outside world, implementing self-development and reflection are characteristic features of an individual’s functional literacy. The fundamental basis of a functionally literate personality is laid already at the first stage of education, even at the stage of preschool childhood. This study reveals the problem of using modern children's cartoons in a preschool educational organization to form components of functional literacy. The purpose of the study is to study the possibilities and effectiveness of using modern cartoons to form components of functional literacy in older preschoolers aged 5-6 years. As a research method, we analyzed modern cartoons recommended by the federal educational program for preschool education from the standpoint of the feasibility of their use for the formation of functional literacy components. Cartoons are modern visual learning tools that promote the development of mental abilities and creative activity of children. The information space of the modern world presents a huge variety of animated films and TV series for preschool children, which is a huge obstacle in choosing suitable material for educational activities. The analysis of cartoons showed a variety of content in plots that contribute to the formation of both components of functional literacy and cognitive activity and creative orientation of preschool children. We have presented a list of cartoons on the formation of functional literacy of older preschoolers 5-6 years old, which can be used both in a preschool educational organization and in joint activities with parents. The research materials can be used by teachers of preschool organizations in educational activities to develop the components of functional literacy.

Background: Currently, children are faced with a completely new challenge to civilization: the use of gadgets begins from preschool age and often, despite attempts to control by parents, reaches signs of addiction. Researches on the gadgets’ effects on a child’s mental health are contradictory. There is extensive evidence of the negative impact of the digital environment on children's cognition and behavior (Swing et al., 2010; Tamana et al., 2019), but other studies suggest that attempts to reduce viewing while simultaneously encouraging moderate use of apps may have positive effects on children's executive functioning and psychosocial development (McNeill et al., 2021). Objective: to assess the association of gadget use by senior preschool children with cognitive functions, intelligence and speech development. Methods: Children (n=39, 5-7 years old, 23 boys) were examined using the SHUHFRIED hardware and software system, non-verbal intelligence assessment “Leiter-3» and were examined by a psychiatrist (as part of the “Study of neurobiological predictors of children’s academic success”; Priority 2030). Gadget use was studied based on parents survey. Results: children with developmental language disorder (n=17) more often than healthy children (n=22) had the sign “The range of interests is limited to gadget” (3/17 versus 0/22, p=0.0744). The intensity of gadget use inversely correlated with the results of “The forms addition” subtest (Leiter-3; po=-0.33; p=0.047), which assesses the ability to arrive at a holistic image by fragments operating (deductive thinking). However, the frequency of gadget use had positive effect on the reaction speed of the SHUHFRIED determination test (measuring reactive resistance to stress, attention and reaction speed in situations with rapidly changing optical and acoustic stimuli) (po=-0.41; p=0.010). Conclusions: the use of gadgets in older preschool age has multidirectional associations with various indicators of children’s mental development. To minimize risks and optimize the cognitive development, detailed large-scale studies are needed.

The paper considers the possibilities of using game exercises with elements of nonverbal communication in children of the 3rd and 4th years of life as a means of adaptation to pre-school education. Nowadays the question of the use of game exercises as support for the child during the adaptation period is not sufficiently investigated. The aim of the study was to describe an experimental study and the results of optimizing the adaptation of children of the 3rd and 4th years of life to the conditions of preschool education when using game exercises with elements of nonverbal communication. The study was conducted in three stages: ascertaining diagnostics, developmental classes and control. Diagnostics included 2 observation maps to diagnose the peculiarities of the emotional state of children during the adaptation period and indicators nonverbal communication. The study sample consisted of 40 children: 14 children of 3rd years of life (m = 32 months) and 26 children of 4th years of life (m = 40 months), 19 boys and 21 girls. In developing classes with EG children, game exercises with elements of nonverbal communication were used, forming an address to a partner (peer, adult). 12 classes were held (15-20 min.) 3 times a week for a month. The significance of the differences at the control stage in the EG and CG was confirmed by data analysis using the Mann-Whitney test (p<0.001). The average rank of adaptation indicators in children from the EG is significantly higher than in children from the CG: 29.53>11.48. These results allow us to speak about the effectiveness of developmental activities conducted with children from the EG. The results confirmed the hypothesis that game exercises with elements of nonverbal communication help to optimize and the period of adaptation of younger preschool children to the conditions of preschool education.

Digital competences are the set of knowledge, skills and attitudes related to the use of digital technologies in different areas and for various purposes. It is possible to identify citizen digital competence as a key competence in current societies, to be developed permanently throughout the life cycle. On the other hand, in school contexts it is possible to differentiate between the digital competences of students and teachers, which necessarily vary with the role assumed in the teaching and learning processes. In this sense, teachers have among their functions to facilitate the digital competence, both citizen and educational, of students. This is essential in adolescence, as it is a period of human development in which multiple biological, social and psychological changes occur. Likewise, it brings with it the need to think about educational practices in order to make them more attractive, motivating and effective. In the environment of secondary education in Cuba, taking into account social and economic factors, such as the digital transformation of society and the COVID-19 pandemic, digitalization practices are relatively recent. The purpose of this presentation is to systematize research experiences with secondary education teachers in the province of Havana, carried out from 2022 to the present and in which more than 500 educators have participated. The objective is to analyze their perception of the facilitation of digital skills in adolescents, in terms of information and data literacy, communication and collaboration, content creation, safety and well-being, responsible use, and problem solving. Strengths and weaknesses are identified in the affective, cognitive and behavioral components and their implications are analyzed in view of the comprehensive training of the students. Finally, practical recommendations and for future research are offered.

It can be very difficult for a practicing psychologist to correctly build individual educational routes, given the large number of students who have recently needed correctional and developmental work. In this situation, the desire of specialists to automate the creation of correctional and developmental programs is understandable. The tool for drawing up a correctional and developmental program that meets all the requirements was the “Work Program Designer”, created by the team of authors consisting of: Oltarzhevskaya L.E., Egupova O.V., Kuznetsova A.A., Zheludova A.M., Kuznetsova N. .M., and offered for work to specialists of the Moscow education system. I want to share my experience in organizing correctional and developmental work with children with disabilities. Using the Work Program Designer it is possible: conduct student diagnostics, select a module and areas of program operation, filling out checklists It is proposed to download the correction program and CTP (calendar and thematic planning) for it. You can select your own exercises and games for correctional classes, or you can take them directly from the Program Designer. The designer of correctional programs saves the specialist’s time and allows him to competently organize his work with students, which quickly brings the desired result

Relevance. In the modern world, due to the rapid development of technology, the institution of growing up in the children's community is seriously suffering. When communicating through electronic devices, children stop interacting in real time and place. A child deprived of full-fledged social interaction does not receive adequate feedback about himself. The purpose of the study. The study of the influence of hiking on the forming of basic personality characteristics that ensure adulthood. Research methods and sampling. The main method of research was the observation in natural conditions of a water hike, winter trips of local lore. The sample consisted of 150 people. The main results. The independence and responsibility that ensure adulthood can be grown in joint extracurricular activities with a significant adult. During the hike, the child "leaves" the familiar environment and is forced to start taking care of himself in a form accessible to his age (choose clothes according to temperature, humidity, keep things in order), overcome a feeling of discomfort, follow the rules. Interaction with a coach on a hike is characterized by the fact that an adult and a child are in the same conditions and their vital activity depends on the actions of each, which generates responsibility as a basic requirement. When everyone copes with difficulties together and joint well-being develops from this, then trust in the world, respect and value of an adult, partner, group, self-respect, recognition of the correctness of common rules are born. Conclusion. In the process of solving the tasks of the hike, global tasks of child development are solved, fundamental characteristics that ensure adulthood are developed

Introduction. The various types of addictions, chemical and non-chemical, are known and common. And the fine line between socially acceptable behavior and its transition into an addictive form is hardly to be observed. Research aim is to reveal the interrelation of self-organization and internality with predisposition to addictions in college students. The research methods included questionnaires "Predisposition to various addictions” (Lozovaya G.V.), "Level of subjective control" (E.F.Bazhin, E.A.Golinkina, A.M.Etkind), “Self-organization of activity” (E. Y. Mandrikova). The sample included 81 college students (from 15 to 19 years old). Results. The subjects majority are low to moderate predisposition to addictions. The greatest risk is associated with love addiction, addiction to a healthy lifestyle, workaholism and food addictions. The lowest risk is associated with addictions to drug, nicotine and gambling. An increase in the alcoholic addiction predisposition is correlated with a decrease in "Purposefulness", "Persistence" and the general indicator of self-organization. The increased Internet, computer and drug addictions predispositions are interrelated with a decrease in "Purposefulness", "Persistence" and a decrease in the general internality. The increased love, food and sexual practice addictions predispositions are interrelated with an increase in "Fixation" and a decrease in "Persistence". The Increased gambling, nicotine and medicament addictions predispositions are associated with a decrease in "Purposefulness" and "Persistence". An increase in the television addiction predisposition is correlated with an increase in "Fixation" and a decrease in "Persistence" and general internality. The increased workaholism and healthy lifestyle addictions predispositions are interrelated with an increase in "Fixation", "Planning", "Purposefulness", "Self-organization", the general indicator of self-organization and general internality. An increase in the religious addiction predisposition is interrelated with an increase in "Fixation", "Planning", and the general indicator of self-organization. Conclusion. The studied Indicators are multidirectionally interrelated. So, the risk and protective personal factors to different addiction predisposition are revealed.

Introduction: Executive functions are cognitive processes that are necessary to perform tasks that require planning, time management, decision making, and behavioral control (Zimmerman et al, 2017). The development of executive functions is extremely important for the child, since it is the executive functions that contribute to the benefits of learning and are regulatory processes that allow the child to concentrate for a long time (Chevalier et al., 2012). It is possible to investigate executive functions using connectivity studies. Functional connectivity in the brain can be measured as a network using electroencephalography (EEG) signals (Joudaki et al., 2012). The electroencephalogram connectivity is little studied regarding children's education. Methods: The children had to find the answer to the question on the Internet. The search time and the correctness of the answer were measured. To study executive functions, two computer methods were carried out to assess inhibitory control and working memory. The study leveraged an EEG performed with eyes closed using a BE Plus LTM electroencephalograph with 64 channels. EEG preprocessing and processing were carried out based on the Python programming language using modules MNE, NetworkX, etc. Results and discussion: Inhibitory control and working memory are significantly correlated with correct performance of an educational Internet based task. In addition, more successful task completion is associated with the Small-World organization pattern EEG Connectivity. The study also showed a connection between the completion of an educational task and such global indicators of connectivity as Modularity, Global Efficiency and Average Path Length. Funding: The research was supported by an internal grant of the Herzen State Pedagogical University of Russia (project No. 23VG)

A significant contribution to the modern educational process of general education organizations is made by game technologies used by teachers for various purposes and contexts. As part of the study, we set ourselves the task of identifying gaming technologies that, from the point of view of teachers of educational organizations, are most effective for career guidance. The study involved teachers of educational organizations from 10 regions of the Russian Federation. During the study, the authors used a survey using semi-closed and closed questions, registration, rating assessment, data synthesis, statistical data processing, mathematical data processing.The study showed that, from the point of view of teachers of educational organizations, business, role-playing, board and intellectual games are effective for career guidance and are in demand by them. More than 90% of respondents use gaming technologies in career guidance work with students, but about 8% of respondents never do this. Most of the survey participants note the average or high level of efficiency of using board games in career guidance work with students. The majority of respondents noted the insufficient or completely absent equipment of educational organizations with desktop career guidance games, as well as the need and demand for the use of a database of desktop career guidance games.So, gaming technologies, including board games, are widely used in education. They deserve special attention when it comes to professional self-determination of students, support and motivation of their subject interests, which underlie the choice of future professional activities. Meanwhile, during the study, we identified a contradiction: with a sufficiently high demand and effectiveness of board games, there are no: high-quality methodological training of teachers in this area, equipping schools with the necessary game tools and a database of board career guidance games that teachers could use when preparing career guidance events.

The problem of supporting individual psychological health under current conditions is relevant and significant to consider. It is necessary to take into account the determinants of subjective well-being, resources to support the optimal state of personality ecology. The methodological and theoretical basis for the analysis of genesis, structure, factors for preserving human ecology and psychological health was the ideas and principles of the system-activity approach, as well as foreign and domestic theories of psychological health, revealing the essence, content and structure of this concept, functions and specifics of the development of this state. The structural components of the phenomenon of psychological health (axiological, instrumental, need-motivational) and the diagnosed signs of each of them (self-esteem, social tolerance, sense of personal security; stress resistance, social adaptation, psychological adaptability; acceptance of the values of a self-actualizing person, the need for self-realization, active social contacts). Testing, analysis, methods of mathematical statistics were used as methods. 55 students of Armavir State Pedagogical University took part in the diagnostic examination. According to the diagnostic results, the following data were obtained. The level of self-esteem: overestimated – 81% (44 people), adequate – 18% (10 people). The results of the diagnostics showed the tendency of students to overestimate their abilities and overestimate themselves. The level of sociability: high – 65% (35 people), average – 13% (7 people), low – 7% (2 people). A high level of sociability is one of the professionally important qualities of a teacher's personality and one of the parameters for a successful adaptation process to the new social environment at a university. The results of the study expand scientific ideas about indicators of human psychological health, form the theoretical basis for managing the processes of its preservation and strengthening.

At the moment, many studies studying the relationship of the mother-child dyad draw attention primarily to what the child receives as a result of a correctly built relationship, without focusing on the possibility of gaining new experience by the other side of this relationship - the mother. The relationship between an adult and a child has a two-way relationship, therefore, during joint activities, the parent, as a full participant in this relationship, just like the child, takes part in it. However, the question of the connection between the characteristics of child-parent interaction and joint play remains poorly studied. The purpose of the study is to study the connection between the joint play of mother and preschool child and the characteristics of their child-parent interaction. Twelve mother-child dyads were sampled for study, children’s age from 3 to 6 years (6 girls and 6 boys); the age of mothers is from 25 to 40 years. To conduct the empirical study, the following methods were chosen: a scale for observing the characteristics of child-parent interaction during joint play between mother and child at the home environment to evaluate a 10-minute video recording of the play and questionnaire of I.M.Markovskaya. Using the questionnaire of I.M. Markovskaya identified the features of parent-child interaction. A connection is established between supporting the child’s initiative and cooperation with the child, switching the child’s attention and acceptance of the child by the parent, stopping the child’s actions and control in relation to the child. Joint play between mother and child can be used to diagnose the state of parent-child relationships. Researchers as well as clinicians can use the proposed framework to study maternal support and parenting attitudes and its impact on child and dyadic behavior.

“GameMiriUM”: a mobile application for developing the prerequisites for mathematical literacy in older preschool children” with adaptation to a tablet and computer is aimed at developing the cognitive flexibility of children of older preschool age as a condition for developing the prerequisites for mathematical literacy. The goal of the project is to create a mobile application with a user-friendly interface, adapt existing and develop new forms of development of the cognitive sphere of children of senior preschool age in the field of mathematical concepts, increase the accessibility and efficiency of providing pedagogical services for parents and kindergarten students. Project objectives: 1. Create a convenient and universal interface for the user, intuitive and visually attractive, easy to navigate and practical use. 2. Using the application, ensure rapid receipt of diagnostic results of the child to determine the level of current cognitive development and, based on them, select suitable algorithms for further construction of educational work with preschoolers aimed at developing the prerequisites for mathematical literacy. 3. Increase the availability of educational services, combine the experience of teachers to ensure the harmonious and full development of children of senior preschool age. Expected results: 1. User-friendly interface, simple and understandable for users. 2. Adaptation of existing diagnostic tools for assessing the development of the cognitive sphere of a preschool child, as well as forms of organizing this process, taking into account the modern development of society, its achievements in the field of information and communication technologies. 3. Increasing the availability of educational services for users due to the fact that the application can be used at any time convenient for them. Potential consumers of the IgraMiriUM application can be heads of educational organizations, educators and parents of students.

Relevance: Working with young patients every day, I see that 9 out of 10 have digital device addiction and attention deficit hyperactivity disorder, behavioral disorder, decreased emotional intelligence. Now we cannot say exactly what this dependence will lead to in several years, but we can correct it now by instilling a digital culture. The Purpose: To study the risk factors of digital addiction of primary school age children. Research methods: Analysis of literary sources, definition of concepts, patient observation, conversations with the patient and parents, questionnaires, data visualization. Main Results: The main risk factors are the age of up to 8 years, the beginning of interaction with a digital device before the age of 3, high employment of parents, a lot of free time of children, digital addiction of parents. Conclusions: Digital addiction in primary school children is an urgent problem of modern psychology. Risk factors for digital addiction in children are the early onset of interaction with digital content, lack of discipline in the family, digital dependence of the parents, role, physical and emotional functioning of parents, an integral indicator of the quality of family life. All this slows down the child's cognitive development, impairs emotional intelligence, and leads to attention deficit hyperactivity disorder.

Relevance. The digitalization of the educational environment occurred as a result, which led to the reformatting of traditional psychodidactic meanings and the design of new conceptualizing psychological and pedagogical effects of the educational environment and phenomena. The goal was to search for conceptual “touches” and a new thesaurus in the field of psychodidactics of the digital information and educational environment. Methods. Focusing on the adoption in psychodidactics of the formulas “who to teach”, “who teaches”, “what and how to teach” and “where to teach”, we undertook an analysis of Russian-language publications on the key phrase “digital educational environment”. Data selection occurs on the basis of Elibrary. Articles published in 2020-2023 in periodicals indexed on the basis of the RSCI were taken into account. Results. These are the directions of modern interpretations of psychodidactics in the digital educational environment. The researchers outlined a conceptual approach to the formation of digital socialization as a new ecosystem. Within this form, the topic of “who to teach” is associated with the analysis of the psychology of modern students and is headed by such phenomena as “generation of digital socialization”, “online and offline behavior”, etc. The perspective of research in the field of “who teaches” is focused on problems of interaction pedagogy with digital educational transformation and the consequences of this interaction of “roles”. Psychodidactic aspects of teacher education or reflection on the topic “what and how to teach” are associated with the concepts of “digital pedagogical design”, “digital pedagogy”, “learning analytics”, and are analyzed through such phenomena as “rhizomatic learning”, “participatory networks”, “implicit learning”, etc. Organization of spaces of the digital educational environment with points of psychological resourcefulness, presented by single studies. Conclusion. The analysis performed allows us to draw conclusions on the design of a new conceptual form and thesaurus, representing modern areas of research in the field of psychodidactics of the digital educational environment.

With the strengthening of the digital component in the social situation of the development of modern children and adolescents, along with new opportunities, new challenges appear in the process of formation and development of their personality. At the same time, a person's need to have friends, an abstract communication group remains unchanged. Friendship is considered one of the most psychologically important intimate types of interpersonal relationships. What is the reason why modern teenagers choose virtual communication and friendship in comparison with real interpersonal offline contacts – this question has become the main problem of this work. The purpose of the study is to study the specifics of the motives and results of virtual friendship among teenagers. The sample consisted of 86 adolescents from 12 to 15 years old. Research methods: structured questionnaire "Friendship and the Internet", the methodology "Diagnosis of friendship motives" (modification of the methodology "Motivation of interpersonal communication" (author I.B. Shkuratova), the test of affiliation motives (A. Mehrabian Affiliation Tendency Questionnaire, MAFF). As a result of the study, it was found that the value of virtual friendship for teenagers is significantly less compared to real friendship. Significant differences exist for 5 reasons of virtual and real friendship: 1) The opportunity to share my innermost; 2) I stop feeling lonely; 3) Help in a difficult situation, advice; 4) Escape from boredom, everyday life; 5) Human warmth. The study showed that teenagers do not get the opportunity to share their innermost things from virtual friends, human warmth, help in a difficult situation, virtual friendship is not a means of escape from boredom or loneliness. A teenager is more likely to look for all this in friendship with real friends.

Relevance: The role of raising a child in a family can hardly be overestimated, especially when the child has problems mastering the educational program and learning ability. The increase in the number of primary schoolchildren with minimal brain dysfunction (MMD) actualizes the task of coordinated influence of family and school on cognitive development and correction of emotional disorders. The purpose of the work is to study the characteristics of raising a child of primary school age in a family, depending on the severity of minimal brain dysfunction (MMD). The practical value of this work is to identify methods of psychological support for families in the development of a child with minimal brain dysfunction. Methods: analysis of school medical records, Toulouse-Pieron test, questionnaire for assessing the level of school motivation by N.G. Luskanova and methods for determining the level of mental development of children 7-12 years old E.F. Zambitsevichene, method of diagnosing parental relationships (ORO) A.Ya. Varga and V.V. Stolin, questionnaire “Psychological type of parent” by V.V. Tkachev. The study involved 53 primary school students (14 girls and 39 boys) and 53 parents. As a result, two groups of students were identified: the first group included 23 children (13% girls and 87% boys) who had neurotic diagnoses, including MMD, in their medical reports based on the results of a neurologist’s examination. The second group, healthy children - 30 students (37% girls and 63% boys). As a result of studying the characteristics of upbringing, differences were established. The majority of parents in the first group with a neurological diagnosis are dominated by an authoritarian psychological style with an active life position and the desire to be guided by their own beliefs and opinions with an uneven application of educational measures. Parents of the second group tend to overcome the child’s problems and desire to facilitate his learning tasks. These parenting styles have a negative impact on both cognitive and emotional development. A child with MMD requires the selection of special techniques in training and development. Thus, the family plays an important role in the cognitive development of a child of primary school age.

Relevance. Adolescents are one of the most vulnerable groups for addictive behaviors such as problematic internet and social media use. Understanding psychological predictors of adolescent social media use informs targeted interventions and increases the effectiveness of prevention efforts. Purpose of the study was to identify psychological predictors of problematic social media use (PSMU) among adolescents. Classroom-based self-report online survey of 90 school students aged 15, 44 boys (49%) and 46 girls (51%) was carried out in the Moscow region, using Problematic Facebook Use Scale – PFUS, Purpose-in-Life Test – PIL, Emotional Empathic Tendency Scale – EETS, Depression Anxiety Stress Scale – DASS-21, Social Media Usage Duration Questionnaire – SMUDQ. Linear regression analysis was applied based on a preliminary correlation analysis using Spearman's rank correlation coefficient to identify independent variables. The dependent variable was the total score of PFUS. The regression models met reliability criteria. Results. Thus, the following regression models identified predictors of problematic social media use. 1) Predictors for 33.4% of cases – lack of life goals, which reduces its meaning (the Life Purpose Scale, PIL); reduced emotional sensitivity, which can negatively affect the process of interpersonal interaction (the Emotional Emphasis Trait Scale, EETS), as well as longer time spent in social networks on weekends (SMUDQ). Regression model statistics: R2=0.334; PIL: β-coefficient -0.310, p=0,002; EETS: β-coefficient -0.289, p=0,001; SMUDQ: β-coefficient 0.248; p=0,016. 2) Predictors for 21.6% of cases – anxiety, which is manifested in subjective feelings of worry, unfavourable premonitions (the Anxiety Scale, DASS-21). Regression model statistics: R2=0.216; DASS-21: β-coefficient 0.475, p=0,000. Conclusion. Based on the results of this study, the directions of prevention programmes may include: 1) training in self-regulation skills (behavioral and emotional); 2) development of skills for setting life goals and objectives in the short and long term; 3) increasing sensitivity to external influences; 4) training in mindfulness and reflection.

The use of digital tools in the educational process has sparked debates regarding the risks and benefits. Modern teenagers' use of electronic devices has become a source of both information and emotional stress. The research aimed to examine the psychological and emotional state and emotional well-being of contemporary teenagers in the digital era, as well as to identify personal and family factors contributing to computer dependence in younger teenagers. The study utilised the full original M. Lusher test and the "Screening Diagnosis of Computer Addiction" questionnaire by L.N. Yuryeva and T.Y. Bolbot. Respondents included members of 20 families: 25 teenagers aged 10-12, 38 parents, totaling 63 individuals. The deviation from autogenic norm (AN) and the variable as basic category of the Self-Regulation in colour choices (preference for 3 and 4) in the results of the full Lusher test were found to be statistically significantly correlated with the severity of cyber-dependence. In the results of the eight-colour subtest, teenagers with pronounced computer dependence showed a preference for green, yellow, and red (2, 3, and 4 in various combinations) while rejecting the colour blue (1). Notably, variable in the results of the full Lusher colour test prevailed in 55.3% of all parents of teenagers and 82.4% of teenagers with pronounced cyber-dependence, indicating a majority of respondents. It can be concluded that teenagers with cyber-dependence exhibit significant emotional distress and a prevalence of variability among both teenagers and their parents. In this case, a therapeutic strategy would involve developing their constant, steadfastness, and purposefulness in achieving set goals.

Raising children in the digital age presents new challenges for parents. From choosing digital games to determining how many hours a day their children should be allowed to watch screens, parents have to make decisions and set policies on the use of digital technologies. In this aspect, parental competence in safe digital educational content is a significant criterion. In this regard, since 2020 in the Republic of Tatarstan systematic work has been carried out to study the opinion of parents (legal representatives) of preschool children about digitalization and to identify the risks of their psychological well-being in the digital educational environment. A survey of 507 parents aged 24 to 46 was conducted. The results allowed us to conclude that most parents of preschool children have no systematic understanding of the importance of using digital educational resources, lack clear ideas about the mechanisms of creating a safe digital environment, and they do not demonstrate a high level of digital literacy development. In order to improve parental competence, a program was developed and implemented aimed at improving the skills of handling information flows of digital media content, forming positive experiences of digital parenting and improving the quality of digital family literacy, contributing to the positive dynamics of digital literacy, as well as digital practices. The program was implemented in a telegram channel. The information in the channel is presented in the form of messages, but structured in several blocks: surveys, basic content on the topic, scientific information, as well as links to resources and videos on the relevant topic. The developed program made it possible to provide targeted assistance to parents of preschoolers in providing information about adequate resources in the digital educational environment, and in general to increase the level of parental competence in the field of safe digital educational content.

It is not by chance that the problem of personal resilience today comes to the forefront of scientific understanding. The high pace of modern life with ever more complex conditions places increased demands on a person, testing his strength and “survivability.” Therefore, the psychological health of the individual is of great importance. According to modern advances in medicine and human health-related research, the definition of health has now undergone many changes. Health is not simply the absence of disease, but a feeling of health and well-being that emphasizes a person's quality of life. The purpose of the work is to study resilience as a personal resource of psychological health. Research methods 1) S. Maddi’s vitality test (adapted by D.A. Leontyev, E.E. Rasskazova) made it possible to study the parameters of vitality; 2) methodology for diagnosing psychological health of A.V. Kozlova – made it possible to study the individual model of psychological health of the respondents; 3) personal questionnaire compiled by I.B. Lasko and B.I. Thin-legged – allowed us to study indicators of psychological health, the level of neuroticism and psychopathization. The study involved 76 adolescents aged 15-16 years, 42 girls and 34 boys. We have proven that the more teenagers enjoy their own activities, the more they communicate with other people, are passionate about creative activities and have several different hobbies. The more adolescents are confident in themselves, convinced that struggle allows them to achieve the greatest success, the more they believe in their own strengths, the more stable their nervous system is, which contributes to their resilience.

The issue of digital addiction among children of different ages is becoming increasingly relevant. Digitalization is realized in the emergence of a new human habitat: virtual space, networked personality and psyche, internet thinking, a new type of communication landscape, etc. The assessment of the consequences of rapid immersion into this new reality for human culture is highly ambiguous. On the one hand, digitalization indeed significantly streamlines and optimizes routine processes in various spheres of life, but on the other hand, digitalization rapidly alters the very way of life, subsequently affecting the psyche and personality of individuals (deontologization of space and changing the meanings of human life). Digitalization is not just a fundamentally new technology for organizing human life, but it entails such civilizational processes that can result in profound socio-cultural changes in the ontology of humankind. The aim of this review was to substantiate the role of socio-cultural development of children as the foundation for preventing the negative consequences of digitalization. Research on the attitudes towards digital devices among children of different ages and their parents indicates that children, teenagers, and young adults actively engaged with these devices exhibit personality traits that can be viewed as socio-cultural (intellectualization of the emotional sphere, specificity of values and communications, more pronounced egocentricity, learned helplessness, etc.). Applied studies of children’s attitude towards digital devices of different ages and their parents indicate that children, adolescents and young people involved in active interaction with digital devices are distinguished by personal characteristics that can be considered as socio-cultural (intellectualization of the emotional sphere, the specificity of values and types of communication, more pronounced egocentricity, learned helplessness, etc.). At the same time, our research aimed at identifying the significance of socio-cultural upbringing indicates the possibility of mitigating undesirable changes in the development of "digital" children. Socio-cultural education should be organized with a view to updating spiritual and moral meanings and values and taking into account the specifics of children’s subculture. The review considers variants of organization of socio-cultural development of children of different ages, as well as tools of development of resistance to digital pressure.

The increase in the use of mobile devices is substantial, being identified mostly in adolescence ages. Aim. To determine the relation between the patterns of the use of mobile phones and the emotional intelligence in teenagers of pre-universitary school "Andrés Cuevas" in Camajuani Municipality. Methodology. A quantitative research of a descriptive-correlational and transversal type was carried out between February 2022 and November 2023. The sample consisted of 81, 10th grade teenagers selected by intentional non-probabilistic sampling by criteria. For the data collection the Trait Meta-Mood Scale (TM-MS-24) and the Test of Mobile Phone Dependence (TDM) were used and for the data analysis the frequency distribution and Spearman's correlation coefficient through SPSS. Results. The age 15 years, the male sex and the favorable economic conditions were predominant. As patterns of mobile phone use the time of use was identified; which exceeds 2 or 3 hours daily. The application most use by males was the videogames and the girls used most the social media. A low mobile phone use perception was predominant in the teenagers part; on the other hand, parents criteria was the opposite, from whom teenagers received frequent calls for attention due to excessive use. The mobile phone depency indicators more affected were: tolerance, difficulties caused by excessive use and difficulties controlling impulse. It was also found that, the greater the need for mobile phone consumption gets; the lower emotional facilitation gets and also that, if there are difficulties or the impulsive control by the mobile phone decreases, the emotional regulation decreases as well.

The influence of the Internet environment on the development of a adolescents is one of the urgent problems of modern psychology. We assume that this influence is ambiguous, the Internet environment can become both the source provoking psychological problems and a resource for coping with them. The purpose of the study is to provide empirical data that would illustrate this ambiguity. The questionnaires "Psychological problems of adolescents in real and virtual environments" (L.A. Rugush, E.V. Alekseeva et.al) and J. Amirkhan's "Coping Strategy Indicator", modified to study online coping, were used to collect data. The study involved 566 adolescents aged 13-17 years (260 boys, 306 girls) The study results suggest that the Internet environment is not becoming a source of problematic experiences for all adolescents: 17.3% of respondents have a low indicator, only 15.7% have a high problem concern in connection with the Internet environment, and the majority - 67% average. For risk group of adolescents the problematic experiences related to the Internet environment is a priority compared to all other problematic areas of life, which, according to our long-term research, are age-normative (public and personal safety, identity-related problems, school). In addition, teenagers in this group realize that the Internet is becoming an obstacle for them to be active in real life. At-risk adolescents, i.e. those with a high level of concern about the Internet environment, are focused on problem-solving and avoidance coping strategies. Teenagers who have a greater problem concern in the Internet environment compared to other areas of life are statistically more active in online coping. The closest relationship has been established between the general index of problematic concern and the use of an avoidance strategy, which allows us to consider the Internet environment primarily as a resource for distracting from problems and relieving emotional tension.

A modern teenager is surrounded by a huge number of technical devices. He is online almost around the clock. This is a real parallel world with many possibilities, both negative and positive. Online mode is a new "digital drug", and when used uncontrollably it causes mental disorders. The digital environment has given rise to new concepts - "digital children", "digital detoxification", "digital relationships". One of the priority areas is research on the development of children and families, whose development is influenced by the digital environment, which entails Internet addiction. And with any form of addiction, a person's system of value orientations is violated. In this regard, we consider the topic of Internet addiction to be relevant. The purpose of the study is to identify the features of the influence of Internet activity on the formation of value orientations among schoolchild. The study involved 88 respondents aged 10 to 12 years. Empirical data were obtained using the psychodiagnostic methods "Value orientations" by M. Rokich, the Internet Addiction Test by S. Chen in the adaptation by V. L. Malygin, K. A. Feklisov. The analysis of the results shows: 1. Adolescents with a pattern of Internet-dependent behavior have features of value orientations, but only in the internal aspect and only in the rank of these values. 2. The constant desire to be online can form addictive behavior in a person. The severity of Internet-dependent behavior is directly related to the ability to meet needs. 3. For teenagers with a pattern of Internet-dependent behavior, the global network is a means of realizing their needs. It is impossible to isolate a modern teenager from the world of technology and Internet communications, but it is necessary to teach him to use the global network without harming his personality, without losing the most important values and landmarks.

Relevance. The social demand for work to develop giftedness and creativity in schoolchildren is that the value of education will increasingly consist not so much in mastering knowledge and the ability to apply this knowledge, but in mastering the methods of obtaining, “producing” new knowledge about the world as a process of cognition , research. However, competitive events that are actively used in the education system are based on the idea of the stimulating role of achievement motivation as an effective means of developing and supporting giftedness. Our understanding of the nature of creativity and giftedness has a directly practical outcome, since it requires an alternative pedagogical strategy. Target. To provide a scientific substantiation of the strategy for developing giftedness in the education system, which is distinguished by increased attention not to effective assessment (study success, victories in competitions), but to the development of the need for cognition. Method: the study used age modifications of the author's method "Creative Field" Main results: An alternative approach to the issue of stimulation of creativity by means of developing achievement motivation and vanity is presented. The role of achievement motivation that inhibits the process of cognition is shown. Conclusion: our long-term experimental study of motivation in the creative process allows us to conclude that achievement motivation ensures the effectiveness of cognitive activity within the framework of the tasks already assigned to a person, ensuring its productivity. Entering deeper layers of knowledge really requires giving up the desire to achieve a quick and effective result. Striving for the same goal and having achieved it, the process of cognition does not stop, which ensures the ability to pose new problems and produce new knowledge.

The development of cognitive abilities of children of senior preschool age is one of the important problems of modern humanities. Children of the 21st century differ from the previous generation in that their cognitive abilities, in particular thinking, speech, attention, memory and imagination, are formed under the influence of the digital environment, which replaces visual-figurative thinking with logical, live communication - communication in a virtual environment through the mediation of a gadget . Therefore, the relevance of the undertaken research is beyond doubt and is the subject of study by many scientists, among them N.N. Boldyrev, N.V. Malchukova, N.Ya. Ageev, A.V. Karpov, A.P. Panfilov and others. The purpose of the study is to determine the level of development of coherent speech in children of senior preschool age who are active participants in the virtual environment. According to a Google survey of parents, 89% of children use a gadget every day to access the virtual world. Diagnostics of the levels of mastering coherent speech were carried out by teachers according to the program edited by M. A. Vasilyeva, T. S. Komarova, V. V. Gerbova. 49 pupils of the MDOU “Kindergarten No. 73” of the city of Magnitogorsk of senior preschool age took part in the diagnostics. The total population of respondents is 56 people, confidence level is 95%. There were 16 people (32%) with a high level of development of coherent speech, 21 people (42%) with an average level of development of speech, and 14 people (28%) with a low level of development of coherent speech. Thus, we can conclude that visual children, in whom passive speech dominates over active speech, have significant problems with coherent speech, which, of course, also indicates that speech-cognitive activity is unformed.

Relevance Digitalization and its associated risks, characterized by nonlinear development, have become increasingly prevalent in today's society. This study delves into the intricate dynamics of internet-related risks among Indian and Russian adolescents, examining parental perceptions and the adolescents' own perspectives in the context of a rapidly evolving digital landscape. Purpose of the study To study the multidimensional nature of risks experienced by adolescents and adopt a comprehensive approach within the "parents-children" dynamic, by taking into account the emotional intelligence of adolescents. Research methods and sample Through surveys «Adolescents and the Internet" (Patrakov, 2019), EI (Hall, Golden, 1998, Russian adaptation – Ilyin, 2013) and by conducting foсus groups with a sample of 287 families (adolescents and parents) from India (157) in Visakhapatnam region of Andhra Pradesh and Russia (130) in Sverdlovsk region, employing convenience sampling. Main results The results confirmed that only a small part (2 out of 22) of the representatives about the riskiness of Internet communication is related to the use of the Internet; mostly, they are based on some general ideas concerning risk behaviour. The «Сore» of representations (by Abric coefficient) of all communities includes two features: spending time on the Internet to the detriment of studies and homework (activity) and hiding the activities that he/she does on internet. Other signs of risks are culturally dependent. The high level of emotional intelligence of adolescents is associated with a high level of risk reflection of parents. Conclusion By bridging the gap between parental concerns and adolescent experience, this study adds depth to the ongoing discourse on digital safety, emphasizing the need for proactive measures to ensure a positive online experience for the younger generation based on the development of adolescents' emotional intelligence.

Relevance: Gender representation in the media is a topic of growing interest in today's society, especially regarding its influence on adolescents. In the Cuban context, it is important to analyze how these representations affect young people and their perception of gender roles. Objective: To assess the influence of gender representation in the media on adolescents. Methodology: A qualitative research was conducted at the "Felipe Poey" Basic Secondary School in Plaza municipality in Havana, from February to March 2024. A non-probabilistic sample of voluntary participants was used, with 21 students of both sexes between 13 and 14 years old who consented to participate in the study. Group sessions were held to identify gender stereotypes in the media as perceived by adolescents. Results: Adolescents mentioned soap operas, movies, TV series, cartoons, and social media as the media where they learned about gender representations. They expressed stereotypes of male roles such as "providing money for the household," "working outside," "protecting the mother and children from any danger," "exercising and playing sports," while associating women with "caring for and raising children," "doing household chores," "having children." Idealized images of beauty were detected: women should be thin, wear dresses, wear makeup, be sensitive and educated, have a "good body"; for men, they only mentioned that they should be masculine and strong. Conclusions: Gender representation in soap operas, TV series, movies, and social media is having a strong impact on adolescents, creating gender stereotypes regarding roles and beauty ideals, which can limit their perception of what is acceptable or desirable based on their gender, as well as decrease their self-esteem or influence their body image.

Professionally-oriented psychological training of them in classes of psychological-pedagogical orientation, taking into account the prospects of modern education development, requires the development of appropriate didactic support, which could transfer the training of the future generation of teachers to a qualitatively new level, due to the introduction of the latest digital technologies into the educational process. This task is urgent, because at the moment the digital educational content for these profile classes, which have a special specificity, for psychological disciplines has not been developed. Objective: justification and development of digital educational content for psychological training of schoolchildren in profile classes, contributing to the development of pedagogical abilities of students. As part of the research work under the state assignment #073-00033-24-01 from 9.02.2024 on the topic "Scientific and methodological basis for the creation of digital educational content for psychological training in pedagogical classes" a survey of students and teachers of psychology classes in the Tula region was conducted. Both students and teachers in the majority (63%) believe that classes on the basics of psychology contribute to the development of personality and professional orientation of students to pedagogical professions. However, almost 47 per cent of respondents noted the complexity of the material and the large number of psychological terms. According to high school students, modern digital products - accessible video materials, multimedia presentations and learning tasks, interactive quizzes, etc. - can be of great help in learning, understanding and mastering the material on the basics of psychology. Thus, the obtained primary empirical data actualise the necessity to develop digital educational content for psychological training of schoolchildren and to introduce the technology of psychological and pedagogical support of their professional and personal self-determination, to determine psychological and pedagogical conditions and mechanisms of purposeful development of pedagogical abilities in these students.

Relevance: Current doctor-patient communication is now mediated by the use of social media, raising concerns among dentists about the quality of the information provided on the Internet and its scientific support, especially when the recipients of these messages are children and adolescents, with insufficient knowledge about oral health. Objective: To assess the influence exerted on adolescents by oral health myths communicated on digital social media. Methodology: A qualitative research was conducted at the "Felipe Poey" Secondary School in Plaza municipality in Havana, from February to March 2024. A non-probabilistic sample of voluntary participants was taken, with 24 students of both sexes aged 14 to 15 who gave their consent to participate in the study. Results: 100.0% of adolescents use WhatsApp, 87.5% use Facebook, and 58.3% use Instagram. On these platforms, 100.0% have learned that “teeth cannot be brushed without toothpaste” and 66.6% consider “Colgate the best” for brushing their teeth. 70.8% reported seeing that “chewing gum causes cavities”, as well as that “cavities always cause pain”. Between 50.0% and 62.5% mentioned myths about the white color of teeth. 100.0% of the subjects want to have white teeth to look better, and if they don't have toothpaste, they don't brush their teeth, while 83.3% believe they don't have cavities because they don't chew gum or have pain. Conclusions: The social media platforms Instagram and Facebook, frequently used by adolescents, communicate myths related to dental brushing, dental cavities, and tooth color that have an impact in their oral health, generating risk factors such as poor oral hygiene, irregular visits to the dentist, and altered perception of dental aesthetics.

The modern toy industry is heavily influenced by popular media culture. There are character toys (a media toy - transmedia storytelling toys) that have the image of a cartoon character, a movie, or a computer game. In the fall of 2023, the Center for Interdisciplinary Research of Modern Childhood of the Moscow State Psychological and Pedagogical University conducted a study to determine the influence of popular media culture on the choice of toys. Questionnaires were developed and an online survey was conducted among parents of children aged 5-7 years (N=215), teachers of senior and preparatory kindergarten classes (N= 43), a conversation was conducted with children aged 8-5 years (N=57). The survey results indicate the popularity of media toys among preschoolers. Almost every child who took part in the survey has a toy character. According to teachers and parents, the popularity of these toys is related to the popularity of the media content they represent. Changing the popular media content will lead to a change in the preferred toys for children. While parents tend to have a negative attitude towards media toys, many of which, in their opinion, have characteristics that do not meet traditional aesthetic or ethical standards (for example, monster figures), teachers usually consider these toys as play objects with both positive and negative aspects. The influence of media content on children's games has been noted in a number of studies. However, the exact nature of this influence has not yet been fully understood, and further research is needed to fully understand this issue.

In the context of the Information Revolution, various types of activity are being transformed, and play activity is no exception. This process is associated, in particular, with the penetration of elements of digital play into the fabric of play activities of contemporary preschoolers. In the process of play, preschoolers develop cognitive functions along with arbitrariness, self-regulation, and imagination. The report presents the results of an experimental study of the relationship between memory and attention of older preschoolers with board and digital games on the example of the popular game "Dobble". The study was conducted from February to May 2023 with the participation of 76 children from preparatory groups of kindergartens in Moscow. The study involved two experimental groups and one control group. Children from one experimental group played the board game version of "Dobble" twice a week for 8 weeks, while children from the other experimental group played the digital analogue of this game - "Double Match: one common image". Children from the control group did not play any version of the «Dobble» throughout the experiment. The following methods were used in the study: 1) Method "Memorizing 10 words" by A.R. Luria; 2) Method for diagnosing the volume of visual memory of preschoolers by D. Wechsler; 3) Method for studying the degree of concentration of voluntary attention "The Tangled Lines test" (Modification of the A. Rey test); 4) «Drawing a pattern» (The Pieron-Ruser test).The results of the comparative analysis testing before and after the intervention in three groups showed significant positive effects in children who played the digital version of the game in the development of short-term and long-term auditory memory, visual memory, and also in the stability of voluntary attention. The data obtained are generally consistent with the results of similar studies.

Topicality. The impact of digitalisation on child-rearing models, health and education has received much attention at the international and national level. For the interpretation of the UN Convention on the Rights of the Child, 1989, adopted 35 years ago, the Committee on the Rights of the Child prepared General Comment No. 25 (2021) on children's rights in relation to the digital environment. The author substantiates the relevance of developing an optional Protocol to the Convention - on children's digital rights. The aim of the study is to develop effective proposals in the light of the opportunities, risks and challenges related to the promotion, respect, protection and fulfilment of all children's rights in the digital environment. The design of such measures should take into account the principle of sovereignty and the national priorities of States in the field of family policy and the protection of children's rights. Research methods and sample. Current developments in the new generation of digital human rights are analysed; a comparative study of the regulation of children's digital rights in national systems is conducted; a statistical sample of Internet use by age groups and countries is provided, taking into account data from international organisations (ITU); cross-sectoral approaches are used to study the impact of digitalisation on children's rights to education, upbringing, identity, including family ties, information, play, health, protection from violence. The results of the study determine the interdisciplinary links between digitalisation and legal regulation in order to solve such problems as the transformation of the child's upbringing model, the interaction of digital rights and neuro-technology, the search for a balance between the private freedom and public mechanisms to ensure digital security. Conclusion. It is necessary to highlight the digital rights of the child and the limits of their digital legal personality

Relevance. Adolescence is a special period of personality development. It is today that a teenager is under the strong influence of stressful factors that require the formation of such a personality trait as resilience. Purpose: to study the resilience and self-efficacy of adolescents in offline interaction. Methods: Resilience test (S. Muddy, D.A. Leontiev, E.I. Rasskazova); Methodology for determining subject and social self-efficacy (M. Scheer, A.V. Boyarintseva). The sample consisted of 100 teenagers from Rostov schools. The Mann-Whitney U-test, Spearman correlation analysis were used. Results: differences in the level of resilience components in adolescents with different levels of subject self-efficacy were confirmed: with an average level of objective self-efficacy, an average level of resilience components was identified: involvement, control, risk-taking, which manifests itself in a lack of confidence in their ability to change the situation and the result, unwillingness in all situations to act riskily for the sake of gaining experience; adolescents with a high level of subject competence have a high level of involvement and control, and an average level of risk-taking, which is expressed in the pleasure of activity, in the belief that life presents many interesting opportunities. The absence of differences in the level of resilience components among high school students with different levels of social self-efficacy has been established. Both groups of schoolchildren are convinced that in any situation it is necessary to stay informed of what is happening, in offline contact with people, making every effort to understand the situation. Significant correlations between the level of subject self-efficacy, social self-efficacy and the characteristics of resilience have been revealed. Conclusion. The more confident teenagers are in themselves, in their communication skills, the more resilient they are, the more likely they are to maintain relationships with others in difficult situations, and to be able to study

In modern conditions, digital reading is increasingly in demand. The greatest manifestation of the reading transformation processes is found in adolescents, but psychologists currently do not have reliable research data on the digital reading specifics. The empirical research conducted by N. Borisenko, K. Mironova, and S. Shishkova holds particular significance as it delves into different modifications of digital reading among adolescents 11-15 years old. The purpose of the study is to determine distinctions in the level of text comprehension during reading in different environments: from paper and from screen. The research methods include ascertaining experiment, statistical data processing, and oculography. The study was carried out in two stages using two modifications of an electronic text. At the first stage (2022-2023), a monocode static text in PDF format (6,500 characters) was used as a stimulus material. The experimental group read the text offline from a computer screen, while the control group read an identical paper text. The sample consisted of 712 students. The research unveils that at the effective level, understanding a digitized text is not inferior in most parameters to reading from paper. In different age groups of testees, there were no statistically significant differences (p>0.05) in the level of comprehension when reading from screen and from paper. This conclusion coincides with the results of current foreign meta-analyses. The differences were found at the processional level. At the second stage (2024), the goal is to conduct a pilot study of the characteristics of students’ perception and comprehension of hypertext using eye tracking. The study's findings lead to the conclusion that at the current stage of digital reading development, comprehension of electronic texts differs from reading from paper in a processional sense, but does not have significant differences at the effective level.

Intercultural competencies for nowadays play an outstanding role in preventing negative aspects of global changes, including the most dangerous ones, like terrorism. In the same time it is quite difficult to find out special resourses and instruments, which would fit this task. The purpose of our study is to work out and implement special textual structures, being based on the multi-language automatic translation via Google and Yandex translators, arranged together with specially organized communication in online, as a complex medium for intercultural competencies development. We have elaborated two main strategies to obtain the results mentioned, which may be called like the "Searching the best translation" and "Legacy studies". The first strategy is effective, being applied to work of new translation of texts, which have a long hisory of comprehension and a lot of translations into the modern languages (in our experiment with the "Letter on Humanism" by M.Heidegger). The sense is to arrange a situation a multi-language communication, centered around a problem: what was the author going to say, and what is clear for us through different translations? "Legacy studies" is more effective, if we may imply many cross-cultural implications, hidden transactions, parallel and contraversial constructions, representing a broad literary and affective fields. While having the main purpose to make a commentary, this work may also impart intercultural competencies development. This strategy may be very useful for classical literature studyng and commenting (for example, A.Pushkin in Russian, or H.Tukay in Tatar and Russian languages). In general, we may propose a system of frames and typical questions, which may organize communicative sphere and educative situation.

The digital devices usage among children is increasing every year (Scott, 2022). Preschoolers are regularly interacting with gadgets daily (Konca, 2022). This raises concerns about how digital experiences impact on the child school readiness and adaptation to a school educational environment. The present study purpose was to investigate the relationship between the gadget usage frequency among first-grade students and their level of school adjustment. The final sample consisted of 232 first-grade students from Moscow (M = 70.2 months, SD = 3.94). A semi-structured interview was conducted with each participant to determine their gadget usage frequency (in hours). Simultaneously, the study employed the school adjustment scale for teachers: 16 statements regarding child cognitive problem-solving, self-regulation, communication, and emotional comfort to diagnose the school adaptation level. Additionally, teachers provided information on each student's academic proficiency in mathematics, Russian language, and reading. Analyzing the obtained data using One-Way ANOVA, it was found that there are significant differences in the school adjustment level among children who use gadgets with different frequencies (F = 3.86, p = 0.027). The study also revealed that the more hours a child spends using gadgets during the day, the lower their integral school adjustment score (r = -0.191, p = 0.016). Significant differences were mainly obtained for statements from the school adjustment scale related to cognitive and self-regulation components of adjustment, but not for the social-emotional component. No correlation was found with the academic proficiency. Therefore, it can be inferred that the self-regulation and cognitive components of a first-grader's school adjustment may be hindered in children who use gadgets for more than 2-3 hours per day, compared to their peers who use gadgets for about 1 hour per day. It is necessary to retest these findings on a larger sample in future research.

RELEVANCE. The growth of informatization society leads to the transformation of vocational activity (Vodopyanova; Zankovsky; Karpov; Lepsky; Panov; Sergeev; Oboznov; Tolochek; Shadrikov; Shingaev). Digitalization trends: 1. Introduction of computer-mediated communication (Annenkov et al.; Rosina; Rheingold) into the activities of socionomic professions. 2. With an increase in communication capabilities, the potential for successful vocational activity increases due to the efficiency, algorithmicity of information transmission (Senokosova; Sheresheva et al.; Get Ready for a Future of Virtualized Devices ...; Graham; Information Economy Report ...). At the same time , the risks of burnout are increasing (Panov, Vodopyanova, Patrakov). 3. In psychology, the problem of the formation of an "expanded personality" (Semenov) and similar concepts is discussed: "Augmented Human Intellect" (Engelbart), "Extended self" (Belk), "Extended mind" (MacFarquhar), "Completed Person" (Feigenberg), "Expanded psyche" (Falikman), "A person expanded by digital means" (Arkhangelsk et al.). But what is the "psychological cost" of "expanded personality" for teachers? PURPOSE To identify personal and organizational-environmental factors of successful adaptation to vocational activity in the digital environment (among the teachers). RESEARCH METHODS AND SAMPLE "Scale of burnout for socionomic specialties" (Vodopyanova et al.); Questionnaire "Transformation labor behavior of teachers in digital environment" (Patrakov); The author's questionnaire on the delegation of moral choice in the context of ethical dilemmas and digitalization (Patrakov, Vodopyanova). School teachers who use digital technologies for at least 30% of their working time (n=96, all respondents are women 23 to 68 years old). MAIN RESULTS A model of development and regression teachers vocational characteristics in the digital environment of has been formed. CONCLUSION The integral characteristic of the investigated "psychological cost" is not stable. This is a dynamic characteristic reflecting the interaction of subjects in the digital environment and with the digital environment in the teacher-students-digital environment system. The reported study was funded by the Russian Science Foundation, project No. 24-28-20414 «Adaptation to vocational activity in the digital environment: "cost" and values (based on the study of socionomic professions)

Digital storytelling (J. Lambert) is an interdisciplinary tool that helps teachers to personalize educational process and students to acquire learning material better, improve 21st century skills and develop agency. It implies narratives and animated presentations of ideas, created by students with the use of computer-based tools. The work on a digital story improves students’ computational thinking skills and multimodal literacy, associated with visual perception, understanding and responding to digital and multimedia texts. In order to study learning potential and students’ perception of such educational technology the research was conducted by The Center for Interdisciplinary Research on Contemporary Childhood in March, 2024. It was completed on the basis of School №4 in Kashira within the government assignment «Development of technology for overcoming adolescent risks: school theater based on role-playing experimentation». 48 adolescents took part in 8 lessons in Fine Arts. After reading “Letters about the good and beautiful” by Dmitriy Likhachev, they figured out the appropriate statements to develop them into digital stories of moral choice. Having sketched the plots of their stories in pencil, the schoolers worked on animated films in stop-motion technique. That work included drawing scenery and characters, taking and editing photos, processing photos into short animated films, adding sound and subtitles. Adolescents completed 12 digital stories. Due to their 41 reflective journals, filled in the form of open-ended questions, they mostly experienced interest, pleasure and fun at the lessons. Adolescents wrote that they learned to work in teams, be attentive to others and overcome interaction challenges. They found difficult to come up with visual metaphors and story plots, but all their new skills might be practical for other school projects. To conclude, digital storytelling may be incorporated into the curriculum to update and enhance studying as well as bridge Literature, IT and Fine Arts together.

The program presents new psychological training for teachers, its aims, theoretical framework, structure, expected results, and the assessment program to reveal its effectiveness. The Plurilingual Intercultural Creative Keys (PICK) training aims to prepare teachers to facilitate the development of creative, intercultural, and plurilingual competencies in school students. The training theoretical framework is based on the paradigm of plurilingual creativity (Kharkhurin, 2022). The proposed assessment program uses a pre-test/post-test experimental design that includes quantitative and qualitative instruments for measuring the competencies of both teachers and students. The study procedure consists of three stages. Stage One involves information sessions for school administrators and teachers, gaining informed consent from parents/guardians of school students under 18. The pre-test data collection includes three steps: 1) quantitative assessment of teachers' competencies; 2) quantitative assessment of creative, intercultural, plurilingual competencies, and systemic adaptation in students; 3) quantitative assessment of students' competencies by teachers. Stage Two involves qualitative data collection in two steps: 1) online teachers' dairies collection to reveal the transformation of the educational process; 2) a series of semi-structured post-experience interviews of the teachers. Stage Three includes post-test quantitative data collection in three steps, as described for Stage One. The effectiveness of the training will be assessed using the following measurements. First, we will see the significant changes in the dynamics of creative, intercultural, and plurilingual competencies and systemic adaptation indicators in the experimental group of students compared to their peers from the control group as evidence of the PICK training efficacy. Second, the increasing consistency between subjective teachers' assessment of students' characteristics and objective psychological test scores will confirm the training efficacy. Third, we expect positive dynamics in teachers' creative self, self-efficacy, well-being, and ability to develop creativity in students, as well as decreased burnout indicators in teachers who participated in the training.

The motivation of affiliation is based on a person's need to communicate with other people, the desire to be accepted and approved by strangers and acquaintances, friends, colleagues, and various significant others. On the other hand, many are afraid of being deceived in their expectations, rejected when taking the initiative to enter into a trusting relationship, and are afraid of non-reciprocal contacts. In situations where real, direct contacts are limited, some perceive this as depriving them of their freedom of choice, while others, on the contrary, rejoice that the decision to narrow the circle of real communication is made for them. If it is possible to choose the form of education, distance or offline, one of the factors influencing the choice may be the severity of the motivation of affiliation. The aim of the empirical study was to study the motivational trends of affiliation among students who prefer a traditional or distance education model. The work used: A.Mehrabian's questionnaire and Affiliation questionnaire, the Fisher criterion. The study involved 200 students (70 boys and 130 girls). 78% of students agree that traditional education provides better training in the specialty, but nevertheless 53% would like most classes to be held remotely. The majority of young men prefer the distance format, and 31% of them have the predominant motive of fear of rejection. For young men who are oriented towards the offline format, the motive of hope for affiliation prevails or the motivational trend is not expressed. 58% of girls supported the traditional model and 71% of them have a predominant motive of striving for people. Among girls focused on the online format, the motive of fear of rejection was revealed in 41% and in 44%, the motivational trend was not revealed.

Introduction. The wide integration of digital technologies into the educational process actualizes the problem of assimilation of knowledge obtained using various technical devices, as well as effective ways of metacognitive regulation in this process. The purpose of the study: This study aims to identify the ways of the metacognitive regulation during reading a scientific text with digital devices (using the example of students performing educational tasks). Methods and sample. The experiment involved 45 students aged 18-21. Students read a scientific article from paper, as well as from a smartphone or computer screen. Eyetracking technology provides the data about the time for working with the text, the number of fixations and their average duration. In addition, students completed a questionnaire describing their metacognitive regulation while engaging with the text. Results. The time for working with the text, the number of fixations and their average duration among the three experimental groups are positively correlated with the awareness of difficulties in the reading process and efforts to overcome them (0.48≤rs≤0.65). At the same time, students who worked with a smartphone more likely reported about the regulation of difficulties with memory and attention, and those who worked with a computer screen and paper reported about the regulation of difficulties related to understanding the meaning of the text. Conclusion. The authors suggest that students use different strategies of metacognitive regulation when reading scientific texts using different digital devices. This conclusion underscores the need for a differentiated investigation into the assimilation of information presented across different mediums: paper, computer screens, and smartphones. Funding. The research was supported by an internal grant of the Herzen State Pedagogical University of Russia (project No. 23VG).

Relevance. Currently, the number of crimes against the sexual inviolability of minors is increasing. However, underrepresented in modern legal practice and scientific psychology is the phenomenon of online sexual harassment of minors (online grooming). The aim of the study was to examine the strategies of psychological influence on minors in the situation of online sexual grooming. Research methods: questionnaire survey, multiple linear regression analysis. Empirical sample: 170 people. The survey dealt with the period of the interviewees' minority, Results. In the case of predicting the variable "submission to a sexual online groomer" (the victim sent her intimate photo/visual materials at the request of the molester), the regression coefficient had a value of R=0.428 (R2 = 0.183, p < 0.0001). The most significant strategies (predictors) of psychological influence of sexual online groomers are: a) using flattery and compliments (β = 0.156, t = 2.189, p = 0.030, VIF = 1.026); b) exploiting the victim's curiosity (β = 0.322, t = 4.492, p = 0.000013, 0.955; VIF = 1.047); c) exploitation of victim naivety (victim "didn't know what to do") (β = 0.251, t = 3.508, p = 0.001, VIF = 1.040). The following regression model of the psychological influence of online sexual groomer was formulated: Y = 0.014+0.121*X1+0.353*X2+0.275*X3, where Y is "Submission to a sexual online groomer", X1 is the use of flattery and compliments, X2 is the exploitation of the victim's curiosity, and X3 is the exploitation of the victim's naivety (the victim "didn't know what to do"). Conclusions. The conducted analysis allowed us to establish the most significant strategies of psychological influence of online sexual groomers on victims: the use of flattery and compliments, as well as manipulation of such psychological features of victims' personality as curiosity and their lack of understanding of adequate models of behavior (naivety).

Abstract: The purpose of our study is to explore the problem of the development of child’s personality in the system of preschool education. Many Russian and foreign psychologists have studied the social conditioning of child personality development (L.S. Vygotsky, L.I. Bozhovich, D.B. Elkonin, E. Erickson, A.N. Leontiev, S.L. Rubinstein). It should also be noted the concepts and approaches in which the educational environment is a source of mental development of the individual (L.S. Vygotsky, A.N. Leontyev, V.I. Slobodchikov, S.L. Rubinshtein, N.E. Veraksa, A.N. Veraksa, V.A. Yasvin and etc.), as well as the system-environmental approach in education (I.A. Baeva, V.I. Slobodchikov, V.A. Yasvin, V.V. Rubtsov, A. Bandura, K. Rogers, etc.). The methodology is based on socio-cultural concepts devoted to “environmental” influence on mental development of an individual (Vygotsky, 1962; Bronfenbrenner, 1999). Empirically, four unique modern types of educational environments with different opportunities have been identified. Tendencies have been identified towards correlation between the quality parameters of the educational environment (according to the ECERS-R scales) and the personal characteristics of children, as well as significant differences in the personal characteristics of preschoolers in different types of educational environments. “Stimulative-productive educational environment” and “learning environment” contribute to the development of the child’s passivity and dependence, and “heuristic educational environment” and “creative environment” are characterized by a focus on the free development of an active child and the disclosure of his personal potential. This study shows that the educational environment of a preschooler predetermines personal development. The quality of the environment anticipates the trajectory of further development of children in the intellectual, social and personal aspects of life. The main task associated with supporting the creative beginning of the individual lies in the search for forms in which such support can be realized.

Relevance: Given the growing concern in the socio-educational field about the use of the Internet and social networks and their impact on coexistence and development of socio-emotional health of schoolchildren, there is a need to create an intervention program that provides an educational response involving students in the development of digital skills. Therefore, from schools it is necessary to give a current response to equip our students and prepare them for current digital challenges, according to the guidelines defined by UNESCO in its document Key Drivers of Curricula Change in the 21st Century. Objective: The study aims to analyze the perception of schoolchildren on risks and conflict situations in the digital environment, after theoretical and practical workshops on digital conflicts and possible ways of resolution. Research methods and sample: a qualitative study is proposed through semi-structured interviews and discussion groups for 20 students (11.50±2.83) from a school in Aragon (Spain). The content analysis was carried out according to the dimensions of the study, associated with risks present on the Internet: Footprint and identity, netiquette, Sexting and Fishing, Fakenews, Infoxication and Addictions and Grooming. Results: Participants point out that the affective-emotional level and the support of social referents have a great incidence in the solution of virtual conflicts. They also perceive that Fakenews is the main risk of the Internet for young people. Conclusion: It is necessary to train schoolchildren from the tutorial action of schools so that they know and act on coexistence conflicts arising from the use of digital environments. In general, the perceptions of the participants are positive in terms of the type of workshops and their coherence with the content on the risks of the Internet.

Our primary school module with the digital support “Inks” was designed following V.V. Davydov’s idea on the assembling sets context as crucial for number concept formation. Making-sets task and the mixture problem scaffold the initial steps towards proportional reasoning, which is known to be difficult for students. The learning situation revolves around purposeful transformations of the inks shade towards the one desired, with a variety of tasks’ conditions: restrictions on the available amount of water and inks, some ready-made mixtures provided, etc. The substantial feature of our instruction was the organization of joint work through distribution of the operations on paint components. The necessity of some preliminary coordination between partners is posed by the real-life restrictions: once water and inks have been mixed, they cannot be separated back. The computer simulation adheres to this “rule” and makes students refer to the special modeling space and plan their operations on water and inks beforehand using tokens. The divergence of results, predicted by students through tokens placement, and the real color shade, obtained in computer simulation, sets the learning task and emphasizes the problem of coordination between partners’ actions within the modeling space. As students start to rely on the portion-by-portion counting, they succeed on the first try: the stain of their new paint, prepared with the different amounts of components, merges with the sample mixture! 24 second-graders from an urban school (8-9 years old) participated in the experimental teaching series, the video-taped classroom discussions, computer logs and written works were analyzed in order to assess students' conceptual thinking development. Students’ constant success in tasks and the development of their modeling means’ functionality proved the computer support, which we have designed, to be relevant in several aspects: problematization and feedback, enabling simultaneous partners’ work, providing substantial tasks variations.

This work systematizes the main studies on the relationship between human beings and cyberspace. It provides theoretical and methodological foundations for understanding the psychological phenomena related to digital technology in today's society, as well as the provision of psychological services with them. It aims to analyze the evolution of cyberpsychology as a new area of psychology. It is based on the socio-critical paradigm on the basis of the dialectical materialist conception with the methods of analysis, synthesis, historical-logical, hypothetical-deductive, systemic, modeling, diagnosis, triangulation, interview, survey, content analysis and descriptive statistics. The sample used was non-probabilistic of an intentional type to researchers from the Center for Psychological and Sociological Research, psychology professors from the University of Havana, members of the Cuban Society of Psychology and documents that address the object of research. Cyberpsychology is defined as the study of human subjectivity related to cyberspace. It is oriented to the study of human behavior in cyberspace, its impact on the human psyche, the construction of interfaces more adapted to human needs and psychological treatment with the use of digital tools. It is concluded that psychological studies of the human-computer relationship are linked to the creation of the first personal computers and the influence of cognitive psychology, as well as to the construction of interfaces adaptable to human communication codes. Cyberpsychology is marked by the psychological approach it takes and the historical moment in which it is studied. From the historical-cultural approach, each point of view provides a unique vision of the phenomenon. This work makes it possible to understand the contradictions and changes over time. It also provides a sound basis for understanding the importance of addressing this issue in the current context.

To make the global digitalization of education more than just a change in the format of education it is necessary to equip the developers of digital educational resources (DER) with an understanding of the creation principles that organize meaningful learning activities. The aim of the study was to create the design of a digital resource aimed at the development of a scientific concept and testing of its effect. The methods of the research were: • subject and logical-psychological analysis of the concept (osmosis), • case study: the construction and testing of DER in experimental teaching, • diagnostics of the concept development using SAM method (118 thirteen-fourteen years old students of a Moscow school). It was shown that identifying the substantive concept content and defining actions in the course of which a student is able to make the necessary distinctions, test hypotheses, find language adequate to their actions, and receive meaningful feedback on their actions, makes it possible to create a scenario of DER that effectively and consistently supports the formation of a scientific concept. The effectiveness of the formation was confirmed by comparing the solvability of the three-level task on the concept of osmosis (using the SAM methodology) - 59% in the experimental classes and, respectively, 38% in the control classes. The effectiveness of DER is also confirmed by its long-term demand in teaching: all teachers working on this program use it systematically. Thus, the following principles should underlie the design of effective DERs that support the scientific concepts formation: • subject analysis, determining the ways of concept development; • logical-psychological analysis identifying the possible structure of children's actions; • determining the place of the digital resource, i.e. those quasi-practical actions that should be supported by it, as opposed to actions that do not require virtual substitution; • designing meaningful feedback on the child's actions.

The main problem is that online adolescents are often exposed to unhealthy online orientations that influence their worldview and their lives in general, distorting cognition, ideals and beliefs, and deviating from basic human values. The aim of our research was to study the peculiarities of adolescents' interpersonal communication on the Internet to further develop a programme for the development of safe and productive interpersonal communication skills of adolescents in social networks. The study sample consisted of adolescents (n=56) aged 14-15 years. In the empirical part of the study we used K.S. Zhmyrko's questionnaire; A.A. Rukavishnikov's questionnaire of interpersonal relations and Quigley's method of measuring self-presentation tactics. It was found that 34% of the subjects use social networks for the purpose of communication, 27% of respondents prefer games and entertainment, 14% resort to Internet sources in search of necessary information in order to obtain additional knowledge and help in their studies, and 25% of adolescents could not formulate a specific purpose for using social networks. As preferred tactics of self-presentation on the Internet, 54% of adolescents tend to the so-called power influence, with 33% of the subjects broadcasting the tactics of self-deprecation, and 47% of adolescents prefer to resort to the tactics of dominance in the process of communication online. The results obtained allow us to conclude that adolescents, due to their psychological and personal characteristics, lack of culture of communication in social networks, inability to express their opinion and defend their own point of view, create situations of conflict in social networks and provoke the manifestation of cyberbullying. The formation of effective and safe communication skills of adolescents in social networks is possible during the implementation of special programmes for adolescents, focused on the development of social and personal competencies, self-protection and self-control.

One of the key challenges of ECE is the integration of digital devices into the educational process as a means of expanding children’s learning opportunities and teacher-child interaction, rather than replacing it (Saljo, 2022). In international preschool practice, digital tools are widely used: in organizing play environment (Marsh et al., 2016, Fleer, Rai, 2023) and play-based education (Verenikina et al., 2016, Gillen, Kucirkova, 2018). In Russia, despite the increasing digitalization and the growing availability of gadgets for preschoolers, in preschool education there remains a contradictory attitude towards the use of digital technologies (Soldatova, 2018, Rubtsova et al., 2021). This study aims to analyze the dynamics of the use of digital tools in kindergartens over the past 5 years, to identify teachers’ perspective on the learning and play and the integration of digital tools into the educational process. The sample includes 184 preschool classrooms; the digital environment quality was assessed with ECERS-3 (item 27 “Appropriate use of technology”). 30 preschool teachers participated in semi-structured interviews, and 10 video-cases of using digital devises in the educational process with preschoolers were analyzed. Informed consents were obtained from all participants; the data were anonymized. A comparative analysis of the average scores by each year showed that there are no qualitative and quantitative changes in relation to the use of digital tools in the educational process: 86.4% of teachers do not use digital tools, an unsatisfactory level of quality of use was recorded in 8.8% of preschool groups, minimal – 4.3%, good – 0.5%. Analysis reveals 2 trends: avoidance or formal use without taking into account the age specifics and children’s interests. Prohibitive and restrictive policies regarding the use of digital devices by preschoolers are widespread. Teachers lack instruments for integrating digital technologies into preschool practice as cultural tools that expand children's learning opportunities.

Relevance. Currently, the prevalence of borderline mental disorders and the factors influencing their formation have not been sufficiently studied. Objective: studying the prevalence of mental health disorders, internet addiction (IA) in students, in the context digital transformation of general education for the subsequent development of preventive measures. Research methods and sampling: 159 tenth-graders of the Moscow educational organization were examined. An anonymous online survey of students was conducted to identify complaints about health disorders and risk factors for the development of IA, and then a personalized examination of the same students by a psychiatrist. The online questionnaire includes the international Chen questionnaire to identify IA and The Social Media Disorder Scale to identify dependence on social networks. Nonparametric statistical methods were used. Results. It has been established that the mental health of tenth graders is characterized by a high prevalence of neurotic disorders and somatovegetative disorders due to intensification of training and daily-prolonged use of electronic screen devices, the Internet and social networks. According to Chen's questionnaire, data was obtained that 66.3% of students have a propensity for Internet and 18.8% have IA. Clinical study showed the absence of students with a set of symptoms reaching the level of addiction. In 23.8% of students, a tendency IA was revealed, manifested by one or more symptoms. It was found that among tenth graders with a tendency to IA compared with peers without this tendency (76.3%), the prevalence of complaints about well-being disorders and certain risk factors is statistically significantly higher. Conclusion. Long-term use of the Internet by students can be largely forced, due to digital transformation, intensification of the educational process. The methodology for identifying Internet addiction requires further improvement, taking into account the peculiarities of teaching different contingents of adolescents

The use of mobile phones in the classroom is a topic that has generated a lot of controversy in recent years. On the one hand, some argue that mobile devices can be a useful tool for learning, allowing access to relevant information in real time and encouraging interaction between students. On the other hand, there are also those who point out that excessive use of mobile phones in class can distract students from the subject matter, affect their academic performance and create an unhealthy dependency dynamic. In this research, a documentary approach was maintained, for which different bibliographic sources were consulted on the benefits and disadvantages of the use of mobile phones in face-to-face classes, with the aim of better understanding how this device can influence the teaching and learning process, becoming one of the most widely used resources worldwide.

Audiovisual consumption in early childhood is a topic of great importance for the full development of children. The public debates offered a platform to address this topic in a participatory and reflective manner. Accordingly, the objective of the research was aimed at critically assessing audiovisual consumption in early childhood in the respective contexts of action and proposing ways of acting that foster audiovisual consumption oriented towards early childhood development. To achieve this, participatory action research was used with a particular combination of qualitative and quantitative methods, although with a predominance of the former. The debates allowed for the critical self-assessment of knowledge, attitudes and behaviours of the mediators of consumption and in particular the collective construction of actions that could be implemented from home. The public debates with mediators of audiovisual consumption for early childhood development emerge as a participatory and reflective initiative that promotes the understanding and improvement of practices. The combination of face-to-face and radio approaches, together with the collected family wisdom, provided a comprehensive perspective.

La intención declarada, de utilizar los resultados de la caracterización realizada acerca del consumo audiovisual para el desarrollo de la primera infancia, como criterio de partida para el diseño de acciones con niños y sus mediadores, es complementada con el presente resultado. El mismo aporta una forma de evaluación de aspectos del neurodesarrollo infantil relacionados con la actividad del consumo, lo que se constituye en novedad específica, porque no había sido realizado ningún estudio anterior, que, desde el contexto educativo cubano, intentase develar una parte de esa compleja relación entre este tipo de actividad y el desarrollo de la primera infancia. Se evaluaron 16 niños del Círculo Infantil Amiguitos de Polonia, del municipio Plaza de la Revolución, a los cuales se aplicó un protocolo compuesto por una evaluación pediátrica integral, una evaluación cognitiva mediante el Test de Inteligencia breve de Reynolds, una evaluación del lenguaje (como esfera más impactada por el consumo de pantallas, según criterios de estudios internacionales), y la prueba de Estatua, extraída de la Batería Neuropsicológica Infantil Nepsy-II, incluida en el dominio de evaluación de la atención y función ejecutiva. De ellos, en 14 niños se obtuvo información válida, porque uno no colaboró y otro no comprendió la orientación de la tarea.

There is a consensus in the scientific literature that play is one of the most effective means of development of preschool children. However, not much research is devoted to the study of toys, while they are the means of building play and, therefore, can influence it to a large extent. This study was aimed at clarifying the scientific data on the association between executive function and the choice of certain toys by children . The data were considered while controlling for children's gender, as preliminary analyses have shown that this variable could significantly influence the choice of a particular toy. The sample consisted of 204 children aged 4 to 5 years. It was shown that the better a child's cognitive flexibility, the more likely he or she was to choose a less realistic toy that was far from real-life experience. Children with weak and average cognitive switching ability are more likely to prefer to play &amp;quot;in a shop where we go every day&amp;quot; rather than &amp;quot;in a dragon that happens only in fairy tales&amp;quot;. At the same time, choosing the most realistic toys was significantly positively related to the auditory working memory score (r(154) = -.174, p = .030). Children who prefer toys that are close to real life are able to retain more verbal information in memory than peers who play fairy tale toys.

Digital technologies have now become essential components of school education for all students with various educational needs and characteristics, and also provided new opportunities and resources for education of intellectually gifted students to take into account their unique cognitive and personal needs. At the same time, the key factors of effective gifted education are the teachers’ professional readiness and motivation to create the differentiated environment, methodologies, and curriculums, using these technologies. Due to the relevance of studying these issues, we researched the teachers’ attitudes toward using digital resources in school education of intellectually gifted students. The semi-structured interviews were conducted with 28 Moscow school teachers (Master's degree students) about their beliefs toward the educational needs of intellectually gifted adolescent in the context of digital technologies to interconnect teachers and students. In general, the responders emphasized efficiency of digital technologies, such as autonomy, distance (online) learning, discussion, competitions, and so on, in teaching and supporting intellectual gifted schoolchildren, their especial curiosity, diverse interests, high abilities, and large expectations (from self and others). The frequently mentioned benefits were availability of distant materials and consultants, like-minded persons for school and home work, and extracurricular activities. There were also considered possible challenges and negatives of using digital technology by gifted schoolchildren at different ages. Although all respondents indicated positive perceptions of digital technology education in the classroom or at home, most of them worried about their inadequacy of technological preparation and excessive time for development of educational materials. Our data may be interpreted that the teachers need greater support in the production of digital curriculums and materials as well as their adaptations for gifted students in different educational situations.