Digitalization in elementary school: psychological and pedagogical problems

Introduction. The article deals with the actual problem of modern education - the transformation of education in primary school in the context of digitalization. For the first time, the article examines both the positive and negative aspects of digitalization of primary education both from the perspective of a primary school student and from the perspective of a teacher, an attempt is made to systematize the main psychological and pedagogical problems of digitalization of education in primary school.
Theoretical substantiation. The success of mastering knowledge at primary school age is influenced by both external factors (peculiarities of the socio-cultural environment, the level of material well-being of the family, ethnic and religious affiliation, the status of an educational institution, place of residence (metropolis, small town or village, rural area), etc. and internal factors (individual physiological characteristics, the level of development of higher mental processes, personality traits, features of the development of the cognitive sphere, the nature of educational motivation, etc.). One of the factors that have a significant impact on the level and quality of education in primary school at the present stage of the development of civilization is the digital environment. The widespread penetration of digital technologies into the mass school imposes completely new requirements on both teachers and students. The new quality of education is achieved in completely new ways. However, the introduction of digital learning into educational practice, along with obvious advantages (accessibility, clarity, information richness, etc.), inevitably generates a number of psychological and pedagogical problems for all subjects of learning. These issues affect both students and educators.
Discussion. The analysis of psychological and pedagogical research has shown the presence of a number of problems associated with the digitalization of teaching in elementary school for both students and teachers. The difficulties of schoolchildren are associated with disproportions and distortions in the development of the cognitive sphere (attention, memory, thinking and speech), the communicative sphere (reducing the real number of interactions and transferring communication to the online sphere), the presence of somatic problems (deterioration of vision, posture, underdevelopment of fine motor skills). The difficulties of teachers are associated with the development and application of information technologies in the real educational process.

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