The Attitude of Parents to The Use of Digital Technologies by Their Preschool and Primary School Age Children

Alla Belousova; Yulya A. Tushnova; Natalia S. Maslyaeva; Nelly N. Khachaturyan; Elena A. Suroedova

doi:10.23947/2334-8496-2026-14-1-023-036

Authors

Alla Belousova Faculty “Psychology, Pedagogy and Defectology”, Department of educational psychology and organizational psychology, Don State Technical University, Rostov-on-Don, Russian Federation https://orcid.org/0000-0002-7506-3749
Yulya A. Tushnova Faculty “Psychology, Pedagogy and Defectology”, Department of educational psychology and organizational psychology, Don State Technical University, Rostov-on-Don, Russian Federation https://orcid.org/0000-0001-8579-2630
Natalia S. Maslyaeva Faculty “Psychology, Pedagogy and Defectology”, Department of educational psychology and organizational psychology, Don State Technical University, Rostov-on-Don, Russian Federation https://orcid.org/0000-0002-5330-365X
Nelly N. Khachaturyan Faculty “Psychology, Pedagogy and Defectology”, Department of educational psychology and organizational psychology, Don State Technical University, Rostov-on-Don, Russian Federation https://orcid.org/0000-0002-1199-0658
Elena A. Suroedova Faculty “Psychology, Pedagogy and Defectology”, Department of educational psychology and organizational psychology, Don State Technical University, Rostov-on-Don, Russian Federation https://orcid.org/0000-0001-9784-0142

DOI:

https://doi.org/10.23947/2334-8496-2026-14-1-023-036

Keywords:

parents, digital technologies, preschoolers, primary school students, parental mediation

Abstract

The study is relevant in the context of the early digitalization of childhood and the key role of parents in mediating children’s digital activity. The purpose of the work is to study the peculiarities of the attitude of parents to the use of digital technologies by their preschool and primary school age children. A survey of 220 parents was conducted using statistical analysis (Chi-square, Mann-Whitney U-test). The results revealed significant differences: parents of younger students allow more freedom in using gadgets and the Internet, while parents of preschoolers control access and time more strictly. The trend towards the “rejuvenation” of digitalization has been confirmed, with modern preschoolers gaining access to technology earlier. The concepts of risks (eye-sight, emotional sphere) and opportunities (learning, development) coincide in both groups. The prospects of the study are related to the study of parental attitudes in adolescence and the influence of cognitive factors on digital socialization.

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