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Today, preschoolers actively use digital devices. Therefore, we investigated how digital devices potentially affect significant predictors of preschoolers’ social-emotional and cognitive development, executive functions, and speech. The results obtained revealed that 5-6-year-old children who used digital devices for less than 1.5 hours per day demonstrated an improvement in cognitive flexibility level within a year, while 2.5 hours of screen time caused a decrease in cognitive flexibility. Passive screen time negatively affects children’s phonemic hearing. Opposite to that, active screen time does not affect it. The study revealed that 5-6-year-old children who usually played digital games and watched video content together with their siblings demonstrated more noticeable positive dynamics in inhibitory control than those who did it alone. Moreover, if it was the parents who determined what digital content would be available to their children, the latter demonstrated an increment in inhibitory control compared to the children who made the choice themselves. Junior school children who used digital devices in a cultural way at preschool age had higher level of executive functions development than the children who used the devices only in a natural way. Thus, digital devices are multidimensional tools and, depending on how they are used, the impact on a child’s development may be different. Современные дошкольники активно используют цифровые устройства. В связи с этим нами были проведены исследования того, как цифровые устройства потенциально влияют на значимые предикторы социально-эмоционального и когнитивного развития дошкольников — регуляторные функции и речь. Показано, что у детей 5–6 лет, использующих цифровые устройства менее 1,5 часов в день, в течение года наблюдалось повышение уровня когнитивной гибкости, в то время как у детей с экранным временем более 2,5 часов в день за год произошло снижение когнитивной гибкости. Пассивное экранное время отрицательно влияет на фонематический слух дошкольников, но активное экранное время на него не влияет. У детей 5–6 лет, которые обычно пользовались цифровыми устройствами вместе с сиблингами, за год произошло более значимое развитие сдерживающего контроля по сравнению с теми детьми, которые делали это обычно в одиночку. Развитие сдерживающего контроля за год было более значимым у тех детей, за которых родители принимали решения о том, в какие видеоигры играть и какой контент смотреть, по сравнению с теми детьми, которые самостоятельно принимали эти решения. Младшие школьники, которые в дошкольном возрасте использовали цифровые устройства как культурные средства, имели более высокий уровень развития регуляторных функций, чем дети, которые использовали цифровые устройства только натуральным способом. Таким образом, цифровые устройства — это многомерные средства, в зависимости от способа использования которых влияние на развитие ребенка может быть разным.

Due to the fact that in the life of modern preschoolers the traditional role-playing game with peers is increasingly being replaced by playing on digital devices, many researchers have expressed concern about how well their imagination develops. However, other scientists, on the contrary, see the potential for developing children’s imagination in digital games and applications. For this reason, the study is focused on differences in the productive imagination among preschoolers who prefer different types of games on digital devices. The authors propose a typology of digital games played by the preschoolers. A survey was conducted on the use of digital devices among 450 children aged 5-6 years who attended preparatory groups of kindergartens from four regions of Russia, and their imagination was assessed using the “Completing Figures” technique (by O.M. Dyachenko) and a questionnaire developed as part of the study for educators on behavioral manifestations of imagination in their pupils (42 educators were involved). Based on the results of a survey of the educators, it was found that they evaluated the results of creative productive activity lower in the children who liked games for reaction speed than in those who did not play such games. At the same time, the educators rated this parameter of imagination higher in children playing simulation games compared to those who did not play them. The results of the “Completing Figures” technique showed that the children playing logic games had significantly higher ratings for the elaboration of drawings than those who did not play games of this type, and the parameter of originality of the drawings was lower in the children playing strategic games compared to those who did not play them. The typology of digital games proposed by the authors of the study and the data obtained can be useful in conducting scientific research on the digitalization of modern childhood and in developing recommendations for parents of preschoolers.

Revealing children’s abilities and talents in the context of digitalization is one of the urgent problems of modern psychology. The first signs of giftedness may appear early, already at the stage of preschool childhood, when its development largely depends on the conditions of the microenvironment, especially in the family. Digitalization processes set a new direction for the development of the system of family education and training of preschoolers, causing the emergence of both new opportunities and new risks in discovering children’s talents. This is a complex area of scientific research, which still remains little explored. The study was aimed at identifying the psychological characteristics of using digital devices (tablets/computers) as components of a family educational microenvironment for the development of older preschoolers with signs of general giftedness. In accordance with the conceptual provisions put forward by A.M. Matyushkin, giftedness was considered as a prerequisite for the development of a creative personality. The study involved 200 children of senior preschool age (Mage = 6.7, SD = 0.307, including 98 boys) and their parents (mostly mothers - 166). The method for diagnosing intellectual abilities (MEDIA) was used. Intellectual and creative activity as well as creative thinking of the children was studied during a diagnostic game lesson using structured observation and expert assessments. The parents of the preschoolers were surveyed using a specially designed questionnaire containing questions about the use of a tablet/computer (frequency, time, programs/games) at home for the development their children as well as questions about their interests and hobbies. The use of diagnostic techniques made it possible to single out a group (N = 24) of children with signs of giftedness among the preschoolers as well as a group of their peers for subsequent comparative analysis (their intellectual and creative abilities were less pronounced). It was found that almost all the children with signs of giftedness (95.8%), like their peers, had experience of using a tablet/computer at home for developmental purposes. The frequency of using digital devices by the preschoolers with signs of giftedness was less than that of their peers. With the observed variety of developing computer programs/games used, their total number was less in the group of the gifted preschoolers compared to the group of their peers. Partial correspondence of digital content to the interests and hobbies of the children was revealed. Most often, when choosing computer programs/games for them, their parents pursued the goal of preparing them for school. It was recognized as necessary to provide psychological assistance to the parents of the preschoolers in solving the issues of using digital devices to develop children’s abilities and talents. The results of the study can be used to develop practical recommendations based on an integrated approach to the disclosure of giftedness at the stage of preschool childhood, taking into account the digitalization of the family microenvironment.

The authors of the article test the hypothesis about the impact of digitalisation processes on the level of territories’ economic development. This hypothesis is based on the fact that in the Russian Federation digital transformation is considered as a conceptual model for improving the activities of intraregional economic units and the development of modern society, as well as a factor of economic and social breakthrough. The purpose of the study is to develop scientific and methodological support for the territories’ transformations management based on digital transformation. Systematization and generalization of methodological approaches to the assessment of digital transformation in the region have been carried out. For this purpose, a scientific approach to the design of indicators system characterizing the processes of digitalisation is proposed. To test the approach, a correlation analysis of the current state of digital development impact on the territories’ economic results was carried out. The analysis of the statistical dependence between the development and welfare level of Russian regions and the parameters of their digitalization showed a low (moderate) relationship. This means that with the current volume of funding for digital transformation and the use of information technologies, devices and special software, it is impossible to ensure the breakthrough development of regional economic systems and their production complexes.

The goal of this research was to study the relationship between screen time of preschool children and their gender, age and socio-economic family features. The additional focus was on studying the differences in preschoolers’ screen times between TV and digital devices. In order to reach the research goal, we have conducted a study involving 1,029 mothers of 4.5–7.5-year-olds. We have used a questionnaire with the three blocks of questions: demographics (age of the mother, age and gender of the child); use of digital devices (screen time per week); family socio-economics (socio-economic background of the family, extra activities of the child, mother’s education). The study showed that that a higher level of socio-economic well-being of the family and the opportunity to provide children with additional activities are associated with shorter screen time. Moreover, parents’ role models, their attitude towards digital device use and their perception of screen time norms significantly influence the time their children spend with devices. Another result is that preschool children spend more time watching TV (13 hours per week) than using digital devices (7 hours per week), regardless of the day of the week; and screen time on weekends is higher than on weekdays for both watching TV and using gadgets. Screen time has also been shown to increase between 4.5 and 7.5 years old, with the increase being related to longer time spent with gadgets rather than watching TV. Цель проведенного исследования — изучение взаимосвязи времени использования цифровых устройств (далее — «экранное время») с социально-демографическим факторами и особенностями семейной среды, а также изучение различий в экранном времени в зависимости от типа используемого цифрового устройства — телевизор или гаджеты. Для достижения поставленной цели нами было проведено исследование с участием 1029 матерей детей в возрасте 4,5–7,5 лет. Использовалась анкета, содержащая три блока вопросов: демографические характеристики (место проживания, возраст респондента, возраст и пол ребенка); вопросы об особенностях использования ЦУ (экранное время в течение дней недели); вопросы о социально-экономических характеристиках семьи (социально-экономический статус семьи, наличие дополнительных занятий у ребенка, образование матери). В результате проведенного исследования можно сделать вывод, что фактор социально-экономического благополучия семьи и возможность предоставить детям дополнительные занятия оказывается значимым для уменьшения экранного времени дошкольников. Кроме того, ролевые модели родителей, их отношение и нормы, связанные с экранным временем, играют важную роль с точки зрения экранного времени детей. В работе показано, что за просмотром телевизора дети дошкольного возраста проводят больше времени в неделю (13 часов), чем с гаджетами (7 часов), независимо от дня недели; а экранное время в выходные дни выше, чем в будние, и для просмотра телевизора, и для использования гаджетов. Также показано, что экранное время растет от 4,5 к 7,5 годам, причем рост связан скорее с увеличением времени, проводимого с гаджетами, чем за просмотром телевизора.

Обозначена проблема сохранения и развития традиций системы массового музыкального воспитания, созданной под руководством Д. Б. Кабалевского. Сформулированы ее достоинства и актуализирована необходимость поддержки музыкального и музыкально-педагогического образования в целях сохранения лучших традиций прошлого и внедрения инновационных технологий, в том числе с использованием цифрового инструментария для стимулирования формирования музыкальной культуры современных школьников средствами интерактивного музицирования. Выделена основополагающая характеристика профессии педагога-музыканта российской общеобразовательной школы – многопрофильность. Помимо общепедагогической подготовки, он обязательно должен владеть игрой на инструменте, четкой и выразительной дирижерско-хоровой техникой, профессиональным вокальным показом произведения, предназначенного для разучивания с учащимися; иметь основательную подготовку в области истории и теории музыки. Такую совокупность компетенций учителя музыки не формирует ни одна страна в мире. Данная многопрофильность, с одной стороны, создает трудности при подготовке будущего педагога-музыканта, с другой – обеспечивает возможность быть востребованным на рынке труда в качестве учителя музыки в общеобразовательной и музыкальной школе, музыкальным руководителем в дошкольном учреждении, руководителем хорового коллектива, исполнителем на музыкальном инструменте в оркестре.

The article presents the main scientific results and practical achievements obtained by undergraduate and graduate students of Computer Science department of BSUIR under the supervision of professor A.A. Ivaniuk during the period from 2014 to 2018. The original circuit solutions in the field of synthesis of digital physically unclonable functions are presented. The area of physically unclonable functions was first time published in the journal «Informatics» by professor of Software for information technologies department of BSUIR, doctor of technical sciences V.N. Yarmolik, which is a famous domestic scientist in area of reliable digital devices and systems design. New methods and algorithms for unclonable identification and authentication of digital devices are described. The paper also presents the results obtained in the field of random number sequences generation. In addition, the results on the methods of hardware watermarks injection and functional obfuscation of digital devices are given.

Requirements to the reliability level of modern element base are so high that traditional methods of assessing the technical condition of electronics become ineffective, the modern theory of reliability has almost no practical applications [1], and reliability index does not reflect the true state of an electronic device due to an insufficient amount of information received during testing of electronic devices. The majority of modern electronics are limitedly easy-to-test. They are equipped with small number of tools for direct measurement that leads to a delayed troubleshooting and the inability to take measures efficiently. Despite the fact that new generations of electronics use modern components and new design technologies, their performance is still defined by two states — serviceability or failure, and the failure still happens unexpectedly. We may note, that failure is an uncontrolled result of an irreversible degradation process, taking place in time and having appropriate time parameters, but it's not the critical act. Research of various structural and hierarchical levels of functional units of digital electronics show that temperature control can be used for automatic condition monitoring of such devices in real time. As a generalized control parameter, it is advisable to use the temperature of the case of the element, and the case itself — as a generalized point.

В статті пропонується проводити діагностування цифрових типових елементів, які складають основу побудови сучасних радіоелектронних засобів озброєння, за допомогою нового електромагнітного методу зняття діагностичної інформації. Перевагою даного методу є відносна простота і час отримання діагностичної інформації – одного діагностичного параметру без використання вихідних контактів цифрових типових елементів, як передбачається багатьма відомими методами. Тому використання електромагнітного методу зняття діагностичної інформації і методики локалізації дефектного цифрового типового елементу, розробленої на основі умовного алгоритму діагностування, дозволить суттєво (на 10-15%) скоротити середній час відновлення цифрових типових елементів. Для визначення технічного стану цифрового типового елементу необхідно розрахувати значення діагностичного параметру як відгуку цифрового типового елементу на частинний перевірочний тест. Для вирішення цієї задачі необхідно отримати вираз для визначення електромагнітного поля навколо цифрового типового елементу, яке залежить від електричного струму вихідного ланцюга логічного елементу цифрових типових елементів, розрахунок якого наводиться у даній статті.