On the Issue of Digitalization of Preschool Childhood: Some Empirical Findings



The article presents the results of an empirical study aimed at identifying some trends in the use of digital devices by contemporary Russian preschoolers. The research was conducted using a survey (Google form) posted on social media. The study sample consisted of N = 6376 parents of preschool children. The data obtained in the study made it possible to reveal some preferences in the use of digital devices by Russian preschoolers, as well as to identify the expectations of parents and their willingness to follow the advice of specialists, while giving the child access to gadgets. The analysis of the data obtained showed that the majority of Russian preschoolers have access to such classic «adult» gadgets as smartphones, tablets and computers. Digital devices, specifically designed for children (toys connected to the Internet, books and games with augmented reality, etc.) are used in Russia much more rarely than gadgets that were originally created to solve «adult» problems. By providing a child access to digital devices, parents seek to use them to develop and expand the horizons of their children. However, for most parents, professional advice is not the basis for organizing their child’s interaction with digital media. Basically, in this matter, parents are guided by the desire of their child and rely on their own curiosity and intuition.

General Information

Keywords: digitalization of childhood, digital devices, preschoolers, gadgets, parents, toys connected to the Internet, recommendations for parents

Publication rubric: Digital Transformation and Online Education: Technologies, Tools & Models

Article type: scientific article

For citation: Rubtsova O.V., Klopotova E.E., Smirnova S.Y., Sorokova M.G. On the Issue of Digitalization of Preschool Childhood: Some Empirical Findings. Digital Humanities and Technology in Education (DHTE 2021): Collection of Articles of the II All-Russian Scientific and Practical Conference with International Participation. November 11-12, 2021 / V.V. Rubtsov, M.G. Sorokova, N.P. Radchikova (Eds). Moscow: Publishing house MSUPE, 2021., pp. 26–35.


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Information About the Authors

Olga V. Rubtsova, PhD in Psychology, Associate Professor of the Department of "Age Psychology named after prof .L.F. Obukhova" of the Faculty of "Psychology of Education", Head of the "Center for Interdisciplinary Studies of Modern Childhood", Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3902-1234, e-mail: ovrubsova@mail.ru

Ekaterina E. Klopotova, 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

Svetlana Y. Smirnova, 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

Marina G. Sorokova, Doctor of Education, PhD in Physics and Matematics, docent, Head of Scientific and Practical Center for Comprehensive Support of Psychological Research "PsyDATA", Head of the Department of Digital Education, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1000-6487, e-mail: sorokovamg@mgppu.ru



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