Materials

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.