The research is aimed at clarifying and comparing the influence of role play and project-based learning on the development of social competence in older preschoolers. The paper presents the materials of the pilot phase of the study. 30 preschoolers aged 5-6 years (average age 5.8 years) participated in the experiment. At the pre-test children’s executive functions were assessed using NEPSY-II subtests and ther social competence was assessed using the SCBE-30 test, which includes the scales "Social Competence", "Anxiety-detachment", "Anger-aggression". Further, the participants were distributed to three experimental conditions so that in each group there were an equal number of preschoolers with low and high levels of executive functions according to cluster analysis. In each group 12 meetings were held in accordance with the developed programs: Free play, Research project, Creative project. After completing the programs children's social competence was tested similar to the initial diagnostics. The results showed that preschoolers with a low level of executive functions had a stronger decrease in social anxiety in a free role play than in the project activities. At the same time, children with a high level of executive functions showed a greater decrease of the social anxiety when participating in a research project. Role play and project-based learning equally influenced the development of social competence. The results clarify and expand the possibilities of using the described activities for the social competence development in kindergartens.

Background. It is widely recognized that sports, dance, and other structured extracurricular activities can positively influence children's executive function. However, previous research has not thoroughly examined whether participation in a diverse range of activities aimed at acquiring new skills affects working memory development in children. Objective. To investigate the impact of the quantity of extracurricular activities on the development of working memory among 5–7-year-old children. Design. Longitudinal data on working memory development were collected from children aged 5 to 7 years (N = 101). Three assessments of verbal and visual working memory were conducted at ages 5, 6, and 7 years. Information on children's participating in extracurricular activities was obtained through parental surveys. Results. The findings indicate that the number of extracurricular activities in which children participated has a significant positive effect on verbal working memory, with children engaged in multiple types of activities demonstrating a superior ability to retain and reproduce verbal information. Conversely, visual-spatial working memory did not show statistically significant differences based on the number of extracurricular activities. Conclusion. These results suggest that increasing access to extracurricular activities may foster verbal working memory, which is an important predictor of subsequent academic success and socialization.

Context and relevance. Digital devices have become an integral part of preschoolers' lives, and their use has a complex impact on child development. This makes a comprehensive analysis of screen time in this age group particularly important. Objective. To analyze the characteristics of screen time among children aged 5–7 years from different regions of Russia in 2023 and 2024. Methods and materials. Data on screen time were collected by interviewing mothers of 5‑ to 7‑year‑olds from major Russian cities in 2023 and 2024. In 2023, the sample consisted of mothers (M = 37,4, SD = 4,72) of 1152 children; in 2024, mothers (M = 36,2, SD = 5,45) of 1019 children. Results. It was found that children's passive screen time was approximately twice as high as their active screen time: 10–11 hours per week and 4–5 hours per week, respectively. Boys had both passive and active screen time 5–10 minutes higher than girls did. Children in preparatory kindergarten groups (aged 6–7 years) had higher screen time than children in senior kindergarten groups (aged 5–6 years): passive screen time was approximately 6 minutes higher, and active screen time was approximately 13 minutes higher. On weekends, screen time was approximately twice as high as on weekdays: about 3–3,5 hours and about 1,75–2 hours, respectively. Conclusions. The revealed trends point to the increasing role of digital content in organizing leisure activities for preschool children, especially on weekends. The results also highlight the importance of parents following recommended screen time limits for preschoolers.

Introduction. Play is the leading activity of preschool age, and play with an imaginary situation (pretend play) is considered as the most significant type of play for children’s mental development, which allows this type of play to be used in the educational process as a means of teaching and developing preschool children. The purpose of this article was to assess the impact of pretend play on the cognitive and emotional development of children 3-4 years old. We assumed that (1) the play can influence the development of executive functions, imagination and understanding of emotions in children 3-4 years old, (2) the influence of the play can be different depending on which developmental mechanisms it contains more involved. Materials and methods. To test the hypotheses, a training controlled experiment design was developed. As an experimental intervention series of play sessions with an adult were conducted. Before and after the experimental intervention, the level of development of executive functions, imagination and understanding of emotions was assessed. 39 children aged 3-4 years took part in the play sessions. Play sessions were video recorded for later analysis. Results. The data obtained were analyzed in two stages. First, the results of the pre- and post-test in the experimental and control groups were compared. At the second stage, the analysis of video recordings was carried out in order to control the influence of the child's ability to stay in the play context. Thus, the test results of the same children before and after participating in the experiment (Student's paired t-test) were compared. Significant differences were identified in the indicator “Understanding the external causes of emotions” of the Test of Emotion Comprehension and the “Elaboration” of the test for imagination. Analysis of variance with control of the level of development of hot self-regulation in children at the time of participation in the experiment confirmed that the type of experimental exposure is a significant factor affecting the development of the ability to understand the external causes of emotions (F(1.36) = 3.87, p = 0.030, n2 = 0.035). Analysis of video recordings showed that children in both playing conditions to a large extent were involved in the playing and, as expected, in their play there was an emphasis on the meanings of human activity, the relationship between the characters and their feelings. The results of the conducted training experiment as a whole showed a low effectiveness of the pretend play impact even in conditions with active participation of the adult. Conclusion. The age of 3-4 years is the initial stage of the formation of both the pretend play itself, and such mental functions as imagination, self-regulation and understanding of emotions. The results of the training experiment generally showed the low effectiveness of the play influence even in conditions of active participation of the experimenter in the play. We can conclude that when planning to use the play for developmental purposes, it is important to take into account the age and individual zone of proximal development available to the child. This will allow to understand what format of pretend play with and what adult’s interventions will be most effective.

Context and relevance. The present study is devoted to investigating teachers' demotivating and motivating interaction strategies related to the academic motivation and persistence of primary school students. Objective. The objective of the study is to identify certain strategies of teachers and their links to children's learning motivation. Hypothesis. It was assumed that the motivation of schoolchildren depends on the strategies of interaction of the teacher, differing in the level of frustration or support of the basic psychological needs of children. Methods and materials. Using the method of observation, supporting and frustrating strategies of interaction of primary school teachers (N = 18; 30-55 years) were assessed. In addition, using self-report questionnaires, the academic motivation, persistence and satisfaction with relationships with the teacher and school of students of the corresponding classes were assessed (N = 390, M = 9,38, SD = 0,67, 196 girls, 190 boys, 4 children did not fill their gender). Results. Different teaching strategies have different consequences. Demotivating strategies are associated with several negative outcomes, namely, frustration of the basic psychological needs of the class and low satisfaction with the relationship with the teacher, which in turn are related to students’ autonomous motivation. In contrast, interactions that support students’ needs for relatedness, competence, and autonomy are associated with higher satisfaction in the teacher-student relationship, as well as with autonomous academic motivation and persistence. Conclusions. It has been shown that motivating and demotivating strategies of teacher, assessed by observers based on self-determination theory, are associated with the motivation of the classes. The results provide recommendations for teachers, including strategies for supporting basic psychological needs.