Keyword: «social emotions»

In the modern world, due to the rapid pace of information technologies development and the great attention to this issue in the field of education, the social and emotional spheres of human development are fading into the background. This implies the importance of developing social emotions in the context of digitalization of society. However, these processes can also coexist if we competently built the educational process starting from preschool age. The aim of this study is to identify possible ways of constructive interaction between adults and children, children with each other in the digital environment, taking into account the inclusion of various types of joint activities for emotional interaction. In the course of the study, the following methods were used: theoretical (analysis of psychological and pedagogical literature); empirical (test “Diagnosis of children's abilities to partner dialogue” by A.M. Shchetinina; questionnaire for parents to detect computer addiction in older preschoolers by V.G. Pisarev; mathematical and statistical analysis). The study involved 65 children of older preschool age. In order to obtain quantitative results, four levels of children's socialization were identified at the first stage: high, above average, average and low. The diagnostics showed that in general the overall level of children’s socialization is average. Based on V. G. Pisarev's questionnaire, a questionnaire of 10 questions for parents was compiled on the Google Forms platform to detect computer addiction. A pilot study showed that the level of social emotions in most children is at an average level, while the severity of computer addiction in most children is at a high level according to parental responses. This suggests the need to create better pedagogical conditions for children to interact with their peers and adults outside of digital environment. The theoretical significance of the study lies in the development of requirements and recommendations on this problem with the possibility of their further use in teachers’ professional agency and by parents. The practical significance of the study lies in the flexibility of using the proposed methodological recommendations. The use of any one or more recommendations will already have a positive effect on the development of the child's social emotions, and the use of the material together will lead to an even faster achievement of mutual understanding between an adult and a child within the framework of this problem.