卷 22, 编号 1 (2025)

Project-based activity is gaining increasing recognition in early childhood education as a means of fostering communicative development. While many studies assess the outcomes, the specific mechanisms through which these activities foster developmental change remain insufficiently explored. The present study aimed to investigate the conditions that facilitate communicative development in preschool children through project-based activities. A double-blind, randomized control experiment involving 66 children aged 5-6 was conducted across four groups: Creative Project, Research Project, Free Play, and Control group. Communicative development was assessed using the MAIN (Multilingual Assessment Instrument for Narratives) and the SCBE-30 (Social Competence and Behavior Evaluation) tools. In addition, structured observational analyses based on the “Play Matrix” and “Project Matrix” was performed to video-recorded sessions. The findings revealed that children in the Creative Project group demonstrated significantly greater improvements in narrative macrostructure, reduced social anxiety, and stable levels of aggression, compared to other groups. These children also exhibited higher levels of self-initiated actions and regulatory speech, with a corresponding decrease in adult-prompted behavior, suggesting greater internalization of initiative and agency. The results highlight the significance of organizing activities around challenging tasks, collaborative interaction, and personal meaning-making, as these elements can promote developmental shifts through the process of perezhivanie . These findings provide an empirical foundation for designing educational interventions aimed at enhancing communicative development in early childhood and may serve as a basis for further research into the mechanisms underlying child development.

The article explores the phenomenon of occupation insecurity as a new form of uncertainty in social and labor relations. The term “occupation insecurity” refers to the likelihood of a profession disappearing or undergoing significant transformation due to the influence of emerging technologies such as automation, implementation of robotics, and artificial intelligence. The psychological aspect of this concept concerns how professionals experience and interpret threats to their occupation posed by new technologies. However, appropriate psychodiagnostics tools for assessing the psychological aspects of occupation insecurity have not yet been developed in Russian-language psychology. Therefore, the purpose of the study was to adapt and validate the Occupation Insecurity Scale by L. Roll, H. De Witte and H.-J. Wang, which measures occupational insecurity as a psychological phenomenon. The study sample comprised of 577 employees (48% male) from various occupational groups, aged between 20 to 50 years ( m = 33 years). To categorize the professional affiliations of participants, we used E.A. Klimov’s occupational typology. The Russian-language version of the Occupation Insecurity Scale includes 8 items and divided into two subscales: “Anxiety about the occupation’s future” and “Expectation of the occupation’s content changes”. Confirmatory factor analysis results justified the selection of two subscales (as in the original), indicating the scale’s structural validity. The internal consistency (Cronbach’s alpha) and test-retest reliability (Spearman’s ρ correlation coefficient) of the subscales were tested. Сonvergent validity was confirmed through significant positive correlations between occupational insecurity and perceived career development barriers. External validity was established by showing that workers’ perceptions and experiences of occupation insecurity differ according to occupation type. In particular, significant differences were found between individuals in “Human - Human” and “Human - Sign” occupations. The content of the adapted scale can be interpreted within the framework of individual employment crises (occupation loss and qualification mismatch). The findings can be applied in discussions regarding technological threats to occupations and strategies for adaptation.

Due to the sharp increase in digital addictions around the world, researchers are more and more interested in finding out and analyzing the factors of their occurrence and development. The study of the features of the formation of digital addictions and smartphone addiction in children and adolescents are of particular relevance. The purpose of this study is to review the international literature on the interrelationships between various aspects of childparent relations and children’s dependence on smartphones. The main principles for selecting articles from Google Scholar and PubMed databases to be included into the research were the correspondence of the articles to the stated topic, publication no earlier than 2014, and the availability of a detailed description of the samples studied. 53 original articles written by the researchers from different countries (China, Republic of Korea, the USA, Germany, Great Britain, Austria, Israel, Thailand, Turkey, Taiwan, Indonesia, Iran, Pakistan, etc.) and international review articles are presented as well. A positive relationship has been established between children’s dependence on smartphones and parents’ dependence on smartphones and their technoference, with parents’ relationships with children, with the parenting style, and with the nature of family relations. It also shows the main negative consequences of parents’ smartphone addiction in the context of the impact on children’s development. The results of this study can contribute to the activation of relevant research on this problem in the Russianspeaking society.

The paper examines the interdisciplinary topic of the possibility of determining the psychological characteristics of authors from their texts, which may be useful for artificial intelligence methods. The aim of the study was to identify textual markers of depression and depressiveness. For this purpose, a study of two corpora of texts was carried out using a linguistic analyzer developed at the Federal Research Center “Computer Science and Control” of the Russian Academy of Sciences (FRC CSC RAS). One corpus consisted of 557 essays written by patients with clinical depression ( N = 110) and healthy subjects ( N = 447), and the other was formed by 224 social media posts written by people with high (89) and low (135) scores of depressiveness on the Beck Depression Inventory (BDI). In total, data on 108 text parameters were obtained for both corpora. The authors identified textual features common and specific to the texts of the depressed patients and the texts of those with a high level of depressiveness according to the questionnaire data, and provided their psychological and linguistic interpretations. At the same time, not only lexical features were taken into account, but also grammatical ones (in the broad sense), such as parts of speech, morphemes, grammemes, locative, temporal and causal noun phrases, indicators of text segmentation and text coherence, etc. Based on the results of the analyses, three complex indicators of depression were proposed, including a number of specific psycholinguistic, linguistic and psychological markers. For the texts of the subjects with signs of depression according to the BDI, markers were selected from social media messages, which were combined into two complex indicators. They are proposed to be considered in mass surveys as indicators of dissatisfaction (hostility) rather than depression. The authors also discuss the theoretically and experimentally identified problem of identifying text markers of depression and formulate proposals on the methodology of using AI tools in network psychodiagnostics.

Creativity is one of the key competences that educational organizations should foster in their students. Considering the valence of creative ideas and their consequences, this study examines the relationship between cooperation and competition as aspects of university climate with students’ positive creativity. A quantitative cross-sectional study was conducted on a sample of 341 Russian students (54.8% - females) using PISA’s measurement of cooperation and competition and the task from “Test of realistic problem situations,” adapted to measure positive creativity in a university context. The results showed that there is no significant relationship between cooperative climate and positive creativity, whereas a competitive climate contributes to students’ positive creativity. The discussion explores consequences of the cooperative and competitive climates in a broader perspective as well as the specific characteristics of everyday positive creativity in a social domain. Overall, the study suggests that competitive climate can lead to more pronounced positive social creativity, probably as a defensive strategy.

The article is dedicated to the 85th anniversary of Viktor P. Sheinov, a Belarusian-Russian scientist, Doctor of Sociological Sciences, Candidate of Physical and Mathematical Sciences, Academician of the International Academy of Information Technologies. The author believes that attention to Viktor P. Sheynov’s phenomenon is important not only from the point of view of the contribution of its bearer to various areas of intellectual activity, but also in connection with the search for resources for the renewal of domestic humanitarian science, and the significance of precedents for its effective implementation.