ACCESSIBILITY OF DIGITAL DEVICES TO PRESCHOOL CHILDREN: DIFFERENCES IN PARENTS’ POSITIONS

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