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The article presents a fragment of diagnostic research of a mixed nature, establishing the media reality of preschool children. It seeks answer to the question defining the media reality of preschoolers in the opinions of children, teachers, and parents. The diagnostic survey method (survey, interview, document analysis) and statistical methods (chi-square independence test, ANOVA Phi coefficient, Cramer's V) were used. The study examined  -year-old children,  parents and  pre-school teachers. It was established that: ) pre-school children: have unlimited access to the mobile applications; use media tools at home in an uncontrolled manner; in kindergarten they learn the rational and correct use of new technologies while playing and learning; ) parents and teachers assess children's media competences at an average level; parents see in the use of media by children both advantages and disadvantages; ) children learn through play, experimenting with tools, they can independently install games on their tablets or smartphone, often their parents install them themselves (most often these are games inappropriate for children's age); ) there are significant differences between children's opinions and parents' perception on the media tools usage; preschoolers claimed using tablets more often and parents most often indicated that children mainly watch TV; ) calculations of differentiating factors showed significant statistical differences in only one case - between teachers' opinion on the children's level of media competency and the teacher's degree of professional advancement; the higher the degree of advancement, the lower the assessment of the level of competences represented by six-year-olds. [ABSTRACT FROM AUTHOR]

The article presents a fragment of diagnostic-correlational studies of a quantitative-qualitative nature, establishing pupils' information competence in the use of ICT in the context of technological trends and accompanying civilisational changes. The research seeks answers to the question why children and teenagers use ICT tools in everyday practice. A diagnostic survey method (questionnaire and interview) and statistical methods were used. 2510 pupils were surveyed, and it was established that: 1) pupils' numerous indications, obtained through open-ended questions, allowed for distinguishing eight important categories - reasons for using new technologies; 2) main reasons for using ICT lie in activities oriented at handling information (18.5%) and activities involving communication, also through social media (16.7%); 3) calculations of differentiating factors revealed statistical differences in three cases, namely between the opinion on reasons for using ICT by children and teenagers and: gender, stage of education, place of education. The treatment of children and teenagers as important stakeholders of the educational process helps improve it through selection of methods and tools adequate to pupils' needs, expectations and cognitive preferences. [ABSTRACT FROM AUTHOR]