SOCIO-CULTURAL DEVELOPMENT OF CHILDREN AS A BASISFOR PREVENTING RISKS OF DIGITAL ADDICTION

The issue of digital addiction among children of different ages is becoming increasingly relevant. Digitalization is realized in the emergence of a new human habitat: virtual space, networked personality and psyche, internet thinking, a new type of communication landscape, etc. The assessment of the consequences of rapid immersion into this new reality for human culture is highly ambiguous. On the one hand, digitalization indeed signifi cantly streamlines and optimizes routine processes in various spheres of life, but on the other hand, digitalization rapidly alters the very way of life, subsequently affecting the psyche and personality of individuals (deontologization of space and changing the meanings of human life). Digitalization is not just a fundamentally new technology for organizing human life, but it entails such civilizational processes that can result in profound socio-cultural changes in the ontology of humankind. The aim of this review was to substantiate the role of socio-cultural development of children as the foundation for preventing the negative consequences of digitalization. Research on the attitudes towards digital devices among children of different ages and their parents indicates that children, teenagers, and young adults actively engaged with these devices exhibit personality traits that can be viewed as socio-cultural (intellectualization of the emotional sphere, specifi city of values and communications, more pronounced egocentricity, learned helplessness, etc.). Applied studies of attitude towards digital devices by children at different ages and their parents indicate that children, adolescents and young people involved in active interaction with digital devices are distinguished by personal characteristics that can be considered as socio-cultural (intellectualization of the emotional sphere, the specifi city of values and types of communication, more pronounced egocentricity, learned helplessness, etc.). At the same time, our research aimed at identifying the signifi cance of socio-cultural upbringing indicates the possibility of mitigating undesirable changes in the development of «digital» children. Socio-cultural education should be organized with a view to updating spiritual and moral meanings and values and taking into account the specifi cs of children’s subculture. The review considers variants of organization of socio-cultural development of children at different ages, as well as tools for the development of resistance to digital pressure.