The present article reveals the problems of hyperstimulation and reduced cognitive flexibility in elementary school children, arising in them as a result of digital addiction, and presenting serious challenges for the individual and society as a whole. The key concepts of "hyperstimulation", "cognitive flexibility" and "digital addiction" are defined from the point of view of psychology and pedagogical psychology, which allowed to form a structural basis for a deep understanding of this problem. The factors influencing the occurrence of digitalization-induced hyperstimulation in children and reducing their cognitive flexibility are disclosed. The main mechanisms of influence of digital environment on children's cognitive functions are described and the most important psychological consequences are established. It is established that children are significantly involved in the digital environment in their free time from school classes. It was revealed that the main reactions to the restriction of access to digital devices were slight dissatisfaction or indifference and only 4% of children could immediately agree not to use a gadget. The conducted experimental study confirms the need to develop and implement special programs and activities aimed at reducing hyperstimulation and increasing cognitive flexibility in digitally dependent children. Some directions for further work and specific recommendations are proposed.