Psychological support of cognitive and psychosocial development of primary schoolchildren in the context of e-Learning

Abstract

The article presents an analysis of modern research on international educational practices of distance learning from the point of view of psychological support of cognitive and psychosocial development of schoolchildren. There are three stages of the development of these studies: catching up, operational and advanced. In catch-up studies, the authors focus on the analysis of psychological risks arising in the context of global digitalization of education; the negative impact of educational IT products on the cognitive, psychosocial and psychophysical development of a child’s personality is noted. Operational studies are works that are of an ascertaining nature and proceed from the need to adapt digital tools and electronic means to traditional learning in order to increase its effectiveness. The main targets of advanced research are not risks and attempts of psychological adaptation to widespread and newly created digital educational technologies, the main attention of their supporters is paid to understanding the very fact of digital transformation of education. Hybrid forms of educational organization, allowing to comfortably connect virtual and physical spaces, are considered by them as the inevitable perspective of education. The authors of the article see the lack of systematic research, as well as theories and concepts of the mental development of a modern child in the digital world as an obstacle to the progress of research and practical tools for psychological support of schoolchildren in distance education.