дети,
цифровизация,
благополучие,
цифровые технологии,
Интернет,
цифровизация образования,
развитие,
обучение
Abstract
Introduction. The paper identifies theoretical and methodological issues in the study of digitalisation that are relevant to the regulation of the process of integrating digital technologies into the infrastructure of children’s lives. It highlights the characteristics of digitalisation in education and a number of contradictory trends and paradoxes that are directly relevant to the development, education and upbringing of children. The purpose of the study is to identify the specifics of contemporary research on digitalisation that correlates with issues of managing the process of integrating digital technologies into children’s infrastructure, which are directly related to the development, education and well-being of the modern younger generation. Methods. The study uses comparative analysis, generalisation and systematisation of the results of domestic and foreign research to identify patterns and features of the process of digitalisation of children’s lives, as well as the main trends and paradoxes of its development. Scientific novelty of the study. The author identifies theoretical and methodological problems of studying the digitalisation of childhood, which have been little investigated in domestic discourse; reveals the peculiarities of integrating digital technologies into the space of children’s lives, which are relevant to the well-being, safety, development and education of the younger generation in the context of global digitalisation that is difficult to regulate. Results. Theoretical and methodological problems in studying the digitalisation of childhood have been identified, as well as characteristics of the interaction between digital technologies and children that have been typical of the last decade, allowing problem areas to be identified in policies for managing the digitalisation of the living space of the younger generation. Conclusions. Currently, there is a significant increase in research focused on studying the impact of digital technologies on children’s lives. Along with the increase in works devoted to this topic and the collection of a large array of sometimes contradictory empirical data, there is a need for their evaluation and systematic analysis in order to form an evidence base, coordinate and correct research programmes, and take optimal measures to effectively integrate digital technologies into children’s lives, taking into account new factors and criteria.
