Materials

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.