Aura Echeverri Uribe, Colombian. Writer of novels, short stories, and poems. I have published fourteen books: Six novels and eight books of short stories. My first book of poems is with the publisher and will be published soon, and I am currently writing a novel.
ABSTRACT: This article highlights one of the most pressing issues of the modern era: the problem of addiction to social networks and technologies and its impact on the human psyche. The study analyzes the psychological states arising from the excessive use of digital technologies and social networks, such as stress, decreased self-esteem, and depression.
Furthermore, it provides recommendations for preserving mental health through the rational use of social networks, proper time management, and adhering to specific rules. The results of this research could be beneficial for users of digital technologies.
Keywords: gadgets, mental health, social network, modern technologies.
АННОТАЦИЯ: В данной статье освещается одна из самых актуальных проблем современности: проблема зависимости от социальных сетей и технологий и ее влияние на психику человека. В исследовании анализируются психологические состояния, возникающие в результате чрезмерного использования цифровых технологий и социальных сетей, такие как стресс, снижение самооценки и депрессия.
Кроме того, даются рекомендации по сохранению психического здоровья через рациональное использование социальных сетей, правильное распределение времени и соблюдение определенных правил. Результаты данного исследования могут быть полезны для пользователей цифровых технологий.
Ключевые слова: гаджеты, психическое здоровье, социальная сеть, современные технологии.
ÖZET:Bu makale, modern çağın en acil sorunlarından birini, yani sosyal ağlara ve teknolojilere bağımlılık sorununu ve bunun insan psikolojisi üzerindeki etkisini ele almaktadır. Araştırma, dijital teknolojilerin ve sosyal ağların aşırı kullanımından kaynaklanan stres, öz saygıda azalma ve depresyon gibi psikolojik durumları analiz etmektedir.
Ayrıca, sosyal ağların akılcı kullanımı, doğru zaman yönetimi ve belirli kurallara uyulması yoluyla zihinsel sağlığın korunması için öneriler sunmaktadır. Bu araştırmanın sonuçları dijital teknoloji kullanıcıları için faydalı olabilir.
Anahtar Kelimeler: cihazlar, zihinsel sağlık, sosyal ağ, modern teknolojiler.
Introduction:
In the current era of rapid development, gadgets and social networks have become an integral part of our lives. These digital technologies hold a significant place both in the field of education and in our lifestyle. If we take a look at the term “social network,” it translates from English as “social network.” This term denotes a structure consisting of a group of social objects and the connections between them, and it was first introduced into society by James Barnes, a sociologist from the Manchester school, in the second half of the 20th century.
Each of us spends a large part of our daily lives with the internet network and mobile applications: we follow the news, connect with our friends and acquaintances, and acquire knowledge and information. As everyone knows, through social networks we can create content, access unlimited information, and have a platform for entertainment (music and movies), studying various sciences, and easily solving all our work-related problems. Among the applications included in social networks, the most popular ones today are: Facebook, Instagram, Telegram, Viber, Snapchat, as well as platforms specifically designed for teenagers, such as Ibrat Farzandlari and Mutolaa. These applications have many beneficial aspects, and the number of such applications is increasing daily. Speaking of their benefits, they provide opportunities for language learning, thorough acquisition of knowledge through online courses and video lessons, and information exchange through groups and channels.
Looking at the origin of social networks, we can see it through several examples. For instance, in the 1970s, the first email systems began to appear. This happened on October 2, 1971, with the first message sent to a remote computer, and the first users of this social network were military personnel on ARPANET. This was the first step towards the creation of the Internet and its networks. One of the applications whose user base is growing today is Pinterest. This platform is a media platform that allows users to add pictures online and organize them into thematic collections. Due to its artistic, beautiful design, Pinterest is particularly popular among women. Its founder is Ben Silbermann from West Des Moines, who founded the company of the same name in 2008. As of November 30, 2016, this site ranked 50th in the Alexa.com rating.
The role of social networks in our daily lives is undeniable. However, we cannot turn a blind eye to their dangerous aspects: social networks are stealing not only our precious time but also our mental health. Because these social networks are relatively new to our country, comprehensive research has not yet been fully conducted. But although these modern gadgets and platforms make our lives more convenient, their unlimited and uncontrolled use can also lead to psychological problems. Addiction to social networks gradually captures a person’s attention, time, and emotions, leading to feelings of loneliness, stress, anxiety, and other mental health issues.
Stress
In most cases, people try to find refuge in social networks to escape worries and stress. However, experts emphasize that using these platforms does not reduce stress but, on the contrary, can cause nervousness and stress. In an experimental trial involving 1800 volunteers, it was noted that in many cases, women spend more time on social networks than men. Therefore, stress, anxiety, mental state, and addiction are developing at a higher rate among women. Women tend to waste their time on trivial things. Instagram, where other people share things that affect stress and mental health, has been proven to be the biggest source of stress among applications. When women using this app see the lives of famous actresses or wealthy people, they form various thoughts and start wanting those around them to be like the people on social networks. Unfortunately, such situations also cause stress in some individuals.
Mental Health
The World Health Organization, explaining the concept of mental health, focuses on the following points:
Mental health is not merely the absence of mental illness.
Mental health is an integral part of health; there is no health without mental health.
Mental health is determined by a range of socio-economic, biological, and environmental factors.
Another study also notes that good and bad moods can spread among people through social networks.
In some cases, the time spent on social networks increases significantly due to the abundance of entertaining, superficial, and often unnecessary information. Such amusement and entertainment can also negatively impact a person’s health, as the sheer volume of large amounts of information often overloads the nervous system, causing a feeling of fatigue.
One might wonder, “What makes it so captivating?” The answer is that the people working on the functions of social networks strive to make them more interesting and diverse day by day, so that the person who logs in spends more time, spends money, and for similar reasons. Looking at research at this point, studies show that three billion people worldwide, 40 percent of the planet’s population, use social networks. Research indicates that on average, people spend about two hours a day on social networks. This kind of internet dependency is growing daily. This is becoming one of the biggest problems in the entire world.
CONCLUSION
In conclusion, it is important to emphasize that addiction to social networks and digital devices, which have become an inseparable part of modern life, poses a serious risk to human mental health. Research indicates that individuals who spend a significant amount of time on these platforms often experience conditions such as stress, low mood, and diminished self-confidence. Constantly observing the “perfect” lives of others fosters feelings of comparison and low self-esteem, which can lead to depression.
Furthermore, excessive addiction distances the individual from the real world, damaging their family and social relationships. Sleep disorders, difficulties with concentration, and constant distractions negatively impact their daily productivity.
Therefore, while leveraging the positive opportunities of digital technology, it is crucial to minimize its negative consequences. This requires time management, purposeful usage, and maintaining a healthy balance between the virtual world and real life. By balancing online activity with real-world interests and personal connections, it is possible to preserve mental health and make wise use of modern technologies.
References:
1. Yusupova, M. “The Impact of Social Networks on Individual Psychology” (scientific article).
2. “Social Media Addiction – An Epidemic of the 21st Century” – popular article (xabar.uz).
3. Rozimurodov, Otamurod Baxromovich (3rd-year student, Fergana State University).
4. Ahrorov, S. “Socio-Psychological Factors in the Manifestation of Social Media Addiction” (scientific article).
In the brume, there is nothing to do, the fog shifts through the pockets of pine forests, as they come and sit next to me. The Local girls…huh…the other day I was walking down a hillside and a pahadi girl was walking up with her wicker load of substance, and the moment she looked at me, a cry of despair escaped her: ‘Quelle gueule?’ she said, not wanting to be impolite, but her maidenly forthrightness escaped the confines of her restraint.
Monkey girls come, and sit next to me. I know them by their tits. Monkey boys, never come, they are too proud. The other day a male monkey, came a little too close to me, and I unslotted the button of my umbrella, and it made a sword-sheatheing noise, and the Monkey just calmly looked at me, nodded his head, bossively and said: ‘Ça va pas? Je suis juste en train de chier…’.
Girls come, and sit next to me, unperturbed. I know Sandrine, because her left nipple is longer than her right one. She is the colour of a Bordeaux Clairet Rosé (C.R.) with a fine strawberry-tétin, jutting at the front. Claudette is older, she has sagging, paps but the nipples are still of fine provenance, un Jambon de Paris on dirait, but whether she has ever made a trip to the capital is anybody’s guess, her accent is certainly Provincial.
The Simian twins, Élodie and Lucidie are distinguished by the fact that for the younger sister the nipples become red in the summer and blonde in the winter, just like a fine blonde of Southern French provenance, while for Lucidie, a darker (brunette) nipple lends to auburn tints by the time of the solstice. Marie-France has the finest Bordeaux, she is convoitied by all the Bandariennes in the coin, she was the 2014 winner of the Miss Branch contest. Florence has cherry lips, laitières I mean, she resembles a Bourgogne in that sense.
These young girls come, and give the old man a company. I do not know what they find in me?
Sixteen short-stories of Kashmiri writer Arjun Razdan have been published in twenty-one literary journals in ten countries, equalling twenty-two publications. This former French Government scholar, started writing fiction in 2012 and was first published in 2016. He awaits the publication of his first roman The Gusts of Alien Wind
DEVELOPING COGNITIVE ACTIVITY IN PRESCHOOL CHILDREN THROUGH DIGITAL EDUCATIONAL TOOLS
Choriyeva Xurmo Panji qizi
Termiz State Pedagogical Institute
Faculty of Preschool and Primary Education
Department of Preschool Education
Preschool Education Major, 2nd Year, Group 204
Student
Abstract: This article explores the role of digital educational tools in enhancing cognitive activity among preschool children. It highlights how interactive technologies, multimedia resources, and digital games can stimulate curiosity, problem-solving skills, and logical thinking in early childhood education. The study emphasizes that integrating digital tools into preschool curricula helps create a more engaging and effective learning environment. Additionally, the psychological and pedagogical aspects of using technology with young learners are analyzed. The paper concludes that a balanced use of digital resources can significantly contribute to children’s cognitive, emotional, and creative development.
Keywords: digital education, preschool children, cognitive development, interactive learning, information technology, innovative pedagogy, early childhood education.
In the modern educational landscape, the integration of digital technologies has become a key factor in improving the quality of teaching and learning processes. Preschool education, as the foundation of lifelong learning, plays a crucial role in the formation of children’s cognitive, emotional, and social competencies. Therefore, the use of digital educational tools in preschool settings is gaining increasing attention among educators and researchers.
Cognitive development in early childhood is a dynamic process that involves perception, attention, memory, imagination, and logical reasoning. Digital tools such as interactive games, animated educational programs, and multimedia applications can effectively support this process by creating an engaging and multisensory learning environment. Through visual and auditory stimuli, children are encouraged to explore, experiment, and make independent discoveries, which strengthens their cognitive abilities and motivation to learn.
However, it is important to ensure that the implementation of digital education in preschool institutions is pedagogically justified and developmentally appropriate. Teachers should not merely replace traditional activities with digital ones but use technology as a means to enhance creativity, cooperation, and problem-solving. Properly designed digital resources help preschoolers build foundational skills for future learning, while also maintaining the balance between screen-based and hands-on activities.
The aim of this study is to examine the pedagogical significance of digital educational tools in developing cognitive activity among preschool children, to identify effective methods of their application, and to analyze the potential benefits and challenges of digitalization in early childhood education.
The integration of digital educational tools into preschool education has transformed the way young children learn, think, and interact with their environment. In early childhood, cognitive development is one of the most significant aspects of overall growth, as it determines a child’s ability to understand, reason, remember, and solve problems. The use of digital technologies such as interactive games, multimedia lessons, and virtual simulations offers new opportunities to stimulate these mental processes in more engaging and effective ways. When properly designed and implemented, digital education not only attracts children’s attention but also strengthens their logical thinking, imagination, and independent learning skills.
Preschool children naturally have a high level of curiosity and a strong desire to explore the world around them. Digital learning environments can channel this curiosity into constructive educational experiences. For example, interactive applications that allow children to experiment with colors, shapes, sounds, and movement promote active participation and self-expression. Educational cartoons and multimedia presentations provide visual support that enhances perception and memory retention. Through such experiences, children learn not only to recognize objects or perform simple tasks but also to connect ideas, make predictions, and draw conclusions based on what they observe.
Another important aspect of using digital educational tools is the development of problem-solving and critical-thinking abilities. Many educational games are designed around challenges that require children to think strategically, identify patterns, and find creative solutions. When a child interacts with such a game, they are not simply entertained; they engage in a process of analysis and decision-making that strengthens neural connections related to reasoning. Moreover, the instant feedback provided by digital tools helps children understand their mistakes and correct them immediately, fostering a sense of self-evaluation and perseverance.
At the same time, digital technologies support differentiated learning by allowing each child to progress at their own pace. In a traditional classroom, it is often difficult for teachers to adapt to every child’s individual learning needs. Digital platforms, however, can offer tasks of varying complexity, ensuring that children who grasp concepts quickly are challenged appropriately, while those who need more time receive additional support. This flexibility helps reduce frustration and builds confidence in learning, both of which are crucial for healthy cognitive development.
Pedagogically, the role of the teacher remains central in guiding digital learning experiences. Technology should not replace the educator but rather serve as a tool to enrich teaching methods. The teacher’s task is to select age-appropriate content, organize learning activities that balance digital and physical interaction, and provide emotional support to maintain motivation. For instance, a teacher might combine an interactive alphabet app with a traditional storytelling session, allowing children to connect digital symbols with real-world experiences. In this way, technology becomes a bridge between abstract knowledge and tangible understanding.
However, the use of digital tools in preschool education must also consider the psychological and developmental characteristics of young children. Their attention span is short, and excessive exposure to screens may lead to fatigue or overstimulation. Therefore, digital sessions should be limited in duration and integrated with hands-on, sensory, and outdoor activities. Research suggests that the most effective digital learning experiences occur when they are combined with social interaction and creative play. Group activities using digital boards, for example, encourage teamwork and communication, while still fostering cognitive engagement.
The aesthetic and emotional aspects of digital education also contribute significantly to children’s development. Interactive animations, colors, sounds, and characters can evoke emotions that deepen learning experiences. When children feel joy, curiosity, or surprise, their brains are more receptive to new information. This emotional engagement is vital in preschool years, as it lays the foundation for lifelong motivation to learn. Digital storytelling tools, in particular, have proven effective in stimulating imagination and empathy by allowing children to participate in narrative creation and visualization.
From a methodological perspective, digital learning tools enable teachers to apply constructivist and activity-based approaches more effectively. In constructivist learning, children actively build their knowledge through exploration rather than passively receiving information. Digital environments, with their interactive features and immediate feedback, perfectly align with this approach. For example, when a child uses an app to build virtual structures or simulate natural phenomena, they are not just memorizing facts but engaging in discovery and experimentation. Such experiences enhance cognitive flexibility and conceptual understanding.
Moreover, digital education supports the development of metacognitive skills in preschool children — the ability to think about one’s own thinking. Although this ability is still emerging at an early age, digital activities that involve reflection, repetition, and feedback can strengthen it. For instance, after completing a digital puzzle, a child might review the steps they took and recognize which strategies worked best. This awareness fosters self-regulation and independent learning, essential components of cognitive maturity.
The implementation of digital tools in preschool settings also encourages collaboration between teachers, parents, and technology developers. Parents can participate in their children’s learning by using similar educational applications at home, ensuring continuity between school and family environments. When parents and teachers communicate about the child’s progress in digital activities, it enhances understanding of the child’s strengths and challenges. Furthermore, developers can design culturally relevant and pedagogically sound content tailored to local educational needs, thereby improving the overall quality of preschool digital education.
Nevertheless, it is crucial to maintain balance and avoid overreliance on technology. Cognitive development in preschool years depends not only on intellectual stimulation but also on physical, emotional, and social experiences. Therefore, digital learning should complement — not replace — traditional forms of play, communication, and creativity. The best results are achieved when digital tools are integrated thoughtfully into a holistic educational process that values interaction, exploration, and imagination.
In conclusion, digital educational tools have become powerful resources for stimulating cognitive activity among preschool children. When applied responsibly, they provide rich opportunities for children to explore, experiment, and think critically. By engaging multiple senses and offering interactive experiences, digital learning helps children develop memory, reasoning, and problem-solving abilities from an early age. The key to success lies in balanced, age-appropriate implementation guided by skilled educators who understand both the potential and the limitations of technology. Through such integration, preschool education can evolve into a dynamic system that nurtures curiosity, creativity, and lifelong learning.
The use of digital educational tools in preschool education represents a significant step toward modernizing and enriching early childhood learning. By integrating interactive technologies into the teaching process, educators can stimulate the development of children’s cognitive functions such as perception, attention, memory, reasoning, and imagination. Digital tools—when thoughtfully selected and pedagogically justified—help create multisensory experiences that make learning enjoyable, meaningful, and effective.
The study demonstrates that digital technologies encourage active participation, independence, and curiosity in preschoolers, which are essential factors for intellectual growth. Interactive media, educational games, and virtual simulations not only attract children’s attention but also teach them to solve problems, make decisions, and evaluate outcomes. Moreover, the use of technology promotes individualized learning paths, allowing each child to progress according to their developmental pace and interests.
At the same time, balance remains a crucial principle in digital education. Preschool children must not be exposed to excessive screen time, and digital sessions should always be complemented by creative, physical, and social activities. Teachers play a key role in mediating the use of technology, guiding children’s interactions with digital tools, and ensuring that emotional and moral values are maintained throughout the process.
Ultimately, digital education should serve as an effective pedagogical instrument, not as an end in itself. When used responsibly, it strengthens the connection between play and learning, fosters imagination, and equips children with foundational cognitive and creative skills necessary for future academic success. The thoughtful integration of digital tools in preschool institutions will thus contribute to forming a generation of learners who are curious, motivated, and capable of critical and creative thinking.
References
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Flewitt, R., Messer, D., & Kucirkova, N. (2015). New Directions for Early Literacy in a Digital Age: The iPad. Journal of Early Childhood Literacy, 15(3), 289–310.
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