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The purpose of this study was to fill this gap by examining the relationship between phonological memory in preschool children and their passive (watching TV) and active screen time with using of Smart Screen Technologies such as tablets and phones with a touch screen interface. Study was conducted in two stages: in Time 1, the association between children’s phonological memory, passive and active screen time and family factors was examined; in Time 2 (1 year later) the impact of passive and active screen time on a child’s individual progress in phonological memory development was evaluated. The study enrolled 122 preschool children aged 5–6 years (M = 5.72, SD = 0.33); boys (54.9%). Information on each child’s average daily passive and active screen time was obtained from a survey with the mother. The survey provided information on how much time each child spent on a typical day with passive (“traditional”) and active (interactive) use of digital devices. For family factors, we included maternal highest educational qualification, family’s financial situation. For children’s characteristics, age, gender and non-verbal fluid intelligence were included. The results indicate that time spent passively with digital devices (watching TV) is negatively related to a child’s ability to process verbal information. In contrast, the interactive time the child spent with Smart Screen Technologies is not significant and does not pose a threat to the development of phonological memory in preschool age. The study also showed that passive and active use of digital devices has no long-term impact on children’s phonological memory development progress over a year. The implications are that use of Smart Screen Technologies, which implies a higher degree of interactivity, is not associated with either short- or long-term negative effects on phonological memory development in preschool age, contrary to passive screen time exposure. The results can be applied in the elaboration of principles and programs on the use of digital devices for the entertainment and education of preschool children.

Preschool childhood is a time of rapid development. During this period a child`s interaction with significant adults plays a very important role. The parent, as a mediator, defines the "zone of proximal development" (Vygotsky, 1984). The common assumption is that to determine a parent's position, it is important to acknowledge both socio-demographic factors and the parameters which define the socio-psychological aspects of parent-child relationship. Hence, the type of research where a child's psychological development is studied in the context of the socio-demographic and socio-psychological factors which determine the social situation of development, is very promising. Based on our previous research (Sobkin, Marich, 2002; Cheie, Veraksa, 2015), a program of experimental research intended to determine the interconnections between the socio-demographic and socio-psychological parameters of parent-child relationships, and the level of a child's psychic development, was designed. The research was based upon the material obtained through testing 59 children between 5 and 7 years old with specially collected psychological testing methods (Veraksa A.N. etc), as well as from the results of a special sociological questionnaire presented to their mothers (Sobkin V.S. etc). The research was carried out in 2014-2015 in municipal kindergartens of Moscow. Among the socio-demographic factors analyzed, the most significant results were related to the child's gender, the family structure, and the mother's education. Thus, boys showed higher results on visual memory tests, and girls scored better on tests for self-control and social intelligence (higher ability to detect the reason for someone else's negative emotions). Children from single-parent families had better results on verbal memory tests, but scored lower on those for self-control. Also they had less ability for decentration. The differences in mothers' educational levels influenced the number and intensity of children's fears, as well as their inclinations to avoid fearsome situations.

Background. According to numerous studies, people's development of executive function is a predictor of their successful acquisition of literacy skills. However, the data on the relationship between the development of verbal language and executive function in preschool aged children are insufficient and contradictory. Objective. The goal of our research was to study the connection between the three main EF components (working memory, inhibition, and cognitive flexibility) and various spoken language skills in children of senior preschool age. It is the first stage of a longitudinal study aimed at understanding the relationship between executive function and language development starting from ages 5-6, and proceeding through elementary school. Design. Our study sample included 279 children aged 5-6 years (M = 5.6 years) attending a senior group in Moscow kindergartens (139 boys and 140 girls). The study used NEPSY-II diagnostic complex subtests and the Dimensional Change Card Sort (DCCS) test to measure the level of executive functions (working memory, cognitive flexibility, and inhibition). Language development (vocabulary, phonemic awareness, and word generation) was measured by neuropsychological methods (Akhutina, Pylaeva, 2015). Results. The results of the study showed significant associations between all EF components and language skills development in preschool children. Oral language skills were more closely related to the level of development of verbal working memory and cognitive flexibility than they were to inhibition or visual working memory. Children with low levels of EF development were significantly less able to cope with tasks such as understanding prepositional structures, understanding similar sounding words, and showing verbal fluency, than children with a high EF level. Furthermore, children with normal and high levels of EF development displayed no significant differences in language development. Thus, the study showed that children with a low level of EF have difficulties with language development. Conclusion. Our results provide important details about understanding the relationship between executive functioning and language development in children of senior preschool age.

This study analyzed connections between different components of executive functions (EF; inhibition, working memory, cognitive flexibility) among 1,075 preschool children in Moscow. The results suggested greater heterochronicity in different EF component levels for girls compared with boys. Factor analysis showed the best fit for a three‐factor model.

Previous studies have found that the development of mathematical abilities, along with the development of executive functions, predict students’ subsequent academic performance. The present study aimed to assess the effectiveness of teaching the concept of area to preschool children with different levels of cognitive processes (CP) including executive functions and short-term memory. The experiment introduced the concept by using three different instructional approaches: traditional, contextual, and modeling. The sample included 100 children aged 6–7 years (M = 6.5 years), of whom 43% were boys. Each experimental condition included children with low, middle, and high levels of CP, as determined based on the NEPSY-II subtests. The children with low CP levels showed higher results in assimilating the notion of area after being taught using the contextual approach. In contrast, children with high CP levels showed a higher mastery of the concept of area following the use of the modeling approach. The results suggest the importance of CP development in building ways of mastering mathematical content. This contributes to choosing the optimal path of teaching mathematics for preschoolers, taking into account the development of their cognitive processes to improve their academic performance.