Attention and memory development in primary pupils with developmental delay and dysgraphia through replacing personal gadget use with organized developmental activities

The research aims to determine the nature of changes in the educational activities of primary pupils with developmental delay and dysgraphia after limiting the use of personal gadgets in an educational institution and incorporating cognitive-developmental activities as alternative leisure time. The paper examines the main ways in which information technology and media are used by primary pupils with developmental delay and dysgraphia, with a detailed analysis of the influence of these technologies on the child’s health, and considers the actual time and goals for using gadgets obtained during the diagnostics of schoolchildren. The scientific novelty of the work lies in the fact that the authors were able to identify a positive increase in higher mental functions, such as attention and memory, which were suppressed before the start of the experiment, through a new approach to the occupation of free time for schoolchildren. The results of the study show that abandoning the use of individual digital devices while in an educational institution and adding extracurricular activities demonstrate positive dynamics in activating attention and memory in primary pupils. At the same time, outside of school, the misuse of these devices for purposes not related to educational and cognitive activities continues.