DEVELOPMENT OF ATTENTION IN 7–8-YEAR-OLD CHILDREN WITH MILD INTELLECTUAL DISABILITIES THROUGH MOBILE APPLICATIONS

Abstract

The article examines the pedagogical and psychological effectiveness of using mobile applications to develop attention in children aged 7–8 with mild intellectual disabilities. The study evaluates changes in indicators of attention concentration, stability, and shifting as a result of mobile application use. Based on American educational practices, a comparative analysis was conducted, and the pedagogical effectiveness of digital interventions was scientifically substantiated. The research findings demonstrate that the purposeful and systematic use of mobile applications enhances children’s cognitive functions, learning motivation, and engagement in independent activities.