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Counseling Psychology and Psychotherapy

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 2075-3470

ISSN (online): 2311-9446

DOI: https://doi.org/10.17759/cpp

License: CC BY-NC 4.0

Published since 1992

Published quarterly

Free of fees
Open Access Journal

 

Accessibility of Digital Devices to Preschool Children: Differences in Parents’ Positions 137

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Klopotova E.E.
PhD in Psychology, Associate Professor, Department of Preschool Pedagogy and Psychology, Faculty of Psychology of Education, Senior Researcher of Center for Interdisciplinary Research on Contemporary Childhood, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-1975-318X
e-mail: klopotova@yandex.ru

Smirnova S.Y.
Researcher of the Centre for Interdisciplinary Research on Contemporary Childhood, Moscow State University of Psychology & Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-8579-4908
e-mail: smirnovasy@mgppu.ru

Rubtsova O.V.
PhD in Psychology, Head of the Center for Interdisciplinary Research of Contemporary Childhood, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-3902-1234
e-mail: ovrubsova@mail.ru

Sorokova M.G.
Doctor of Education, PhD in Physics and Mathematics, Head of Scientific and Practical Center for Comprehensive Support of Psychological Research «PsyDATA», Professor, Chair of Applied Mathematics, Faculty of Information Technology, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-1000-6487
e-mail: sorokovamg@mgppu.ru

Abstract
Introduction. The article presents the results of an empirical study, aimed at revealing the peculiarities of parent position concerning the use of gadgets by preschool children on a Russian sample. Objective. The article focuses on the phenomenon of parents’ inconsistent position concerning the use of digital devices by preschoolers. Methods. The study was conducted in February-April, 2021. The questionnaire, elaborated by the authors of the study, was disseminated in social networks. 6376 parents of preschoolers aged from 2 to 7 from Russian Federation participated in the study. The collected data was analyzed with the help of quantitative and qualitative methods. Results and conclusions. The results of the study testify that most Russian parents demonstrate a coherent position in relation to accessibility of digital media to their children — they either give their children limited access to gadgets (66,1%), or completely ban it (5%). A big group of parents (28,9%) give rather controversial answers to questions concerning the accessibility of digital devices to their children, which testifies that they have no coherent strategy. The research demonstrates that many Russian parents face difficulties in organizing their children’s interaction with gadgets and testifies that it is important to organize parents’ counselling and education in relation to these challenges.

Keywords: digitalization of childhood, parents’ attitude (parental position), preschool age, digital media (devices), gadgets, parent education, problematic Internet use

Column: Empirical Researches

DOI: https://doi.org/10.17759/cpp.2022300207

Funding. The reported study was funded by state task of the Ministry of Education of the Russian Federation project number 073-00110-22-02 dated 08.04.2022 «The impact of digital socialization on the mental, personal, social development of modern children, adolescents and young men».

Received: 01.03.2022

Accepted: 01.06.2022

For Reference

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