ПСИХОЛОГО-ПЕДАГОГИЧЕСКИ ОСОБЕНОСТИ НА ДЕТСКОТО ЧЕТЕНЕ В ДИГИТАЛНА ОБРАЗОВАТЕЛНА СРЕДА

Abstract

There is no doubt that digital reading is the most important and so far the only way of absorbing information from digital resources. It is significantly different from the traditional one, both in ideology, and in physiology and technology. A research shows that digital reading alters paper reading abilities by affecting the activity of brain structures. The abundance of digital resources and electronic devices overloads the brain, which leads to a lack of concentration and difficulties in understanding. All this is directly related to the peculiarities of perception and understanding of the digital text by students, which should be taken into account when creating digital educational resources and their implementation in the classroom learning process. The main goal of the research is to present the psychological and pedagogical features of children's reading in a digital environment from the point of view of the already existing scientific and practical research on the subject. It seeks to answer the questions of how the process of reading from the screen takes place, what properties of the text influence this, and how well-founded are the concerns about the prevalence of superficial digital reading among adolescents. The article provides specific pedagogical recommendations for the development of children's reading in a digital environment.