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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/

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