Materials

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.