Relevance. In the modern world, characterized by rapid digitalization of all spheres of life, preschool education also does not remain aloof from the influence of technological innovations. However, this process requires a balanced and critical approach that takes into account both the potential opportunities and risks associated with the use of digital technologies in preschool age. The problem of this study has as its source the contradictions arising between the conscious positive influence of the digital educational environment on educational results and significant shortcomings in methodological support. The purpose of the study is to analyze existing digital products that can be used in the educational process of kindergarten for the comprehensive development of senior preschoolers in five different educational areas. Method: a theoretical review of studies that have been published over the past five years and concern the impact and structuring of the digital educational environment in kindergarten, as well as the potential of digital tools for the comprehensive development of senior preschool children. Conclusions: digitalization of preschool education requires a balanced and conscious approach. Digital tools can be a useful addition to traditional forms of education, training and development of preschoolers, but should not replace them completely. At the same time, the risk increases that artificial intelligence can replace natural intelligence, since children will not learn to think independently. It is important to integrate digital resources into the educational process in a measured and appropriate manner, using them to diversify activities, increase children's motivation, individualize learning, but at the same time maintaining the priority of live movement, active games, direct interaction with the outside world and peers.