The article considers the important aspect of the
problem "Parent – child – e-gadget" for the study of
the personality traits of children differing in the use
of e-gadgets. These personality traits pertain to social
and personal properties, to acquired gaming abilities,
to elements of identity. The authors have highlighted
the content of the terms used in the study of
peculiarities of development of personal-social
qualities of children. Methods developed by the
authors for their empirical research are: the
questionnaire "The Use of E-devices by Children",
the expert survey "Socio-personal Characteristics of a
Child", the monitoring "The Child's Ability to Play Egadgets,"
the expert survey "Elements of Identity of a
Child". The study involved 78 children from six to
seven years, pupils of preparatory groups of
preschool educational institutions of the village
Poltava (the Krasnodar region). Three groups of
parents were identified that differ in norming of using
a gadget by a baby: "Any gadget allowed" (42%),
"Only one gadget allowed" (46%), "No gadgets
allowed" (13%). The article presents the analysis of
data of the empirical research of three groups of
preschool children, depending on the level of
norming of using e-gadgets by children. In
conclusion, the authors identified personality traits
(pertaining to social and personal properties, to
acquired gaming abilities and elements of identity) of
children differing in the use of e-gadgets
The article shows the situation of persons with disabilities
in the employment system. The article analyses
the socio-economic situation of Russian people with
disabilities and the experience of foreign countries in
solving the problems of employment of people with
disabilities. We also give recommendations for solution
of problems related to employment of people with
disabilities
In the article, personal features of self-regulation
of the subject are considered. Training activity of
the students is investigated. The results of the
research demonstrate contribution of the selfregulation
features and with them related other
personality characteristics (self-efficacy, viability)
to the processes of student self-organization in
context of choice of a learning task. Differences in
self-organization strategies (adaptation-aimed and
non-adaptive self-organization) are shown, with
different personality characteristics. A connection
between the self-organization strategies and their
regulatory features is shown, with the choices
made by the subject. Personal characteristics are
identified, which represent a psychological
resource of a sustainable adaptive self-organization
strategy, allowing making and realizing the choice
in favor of a new/complex situation