Introduction. The digitalization of education is currently being implemented. A wide variety of technologies are being introduced. The impact of these technologies on the development of the brain, higher mental functions have not been studied enough. The studies show the disharmony of some educational programs, including early development programs. Often educational programs overload the left hemisphere functions. The goal is to study the dynamics of the functional brain asymmetry (FBA) in preschoolers when digital technologies of augmented reality are used in the educational process. The Interactive Floor Magium equipment (PlayStand Company, Chelyabinsk) was chosen for the study. The sample consisted of 26 children aged 5.5-6.5 years, pupils of a kindergarten in the village of Dolgoderevenskoye, Chelyabinsk region. Material and methods. The study included 2 stages. At the first stage, the children individually performed blank psychodiagnostic methods: subtests of the Wechsler Intelligence Scale for Children (“Mazes”, “Сoding”); Schematization methods, developed under the guidance of L.A. Wenger. Before the start of work and after the completion of each task, the FBA was measured using the Activationometer 9K hardware-software complex (Yu.A. Tsagarelli). At the second stage of the study, children in groups of 4 people completed tasks on the Interactive Floor Magium; after each task, FBA measurements were also carried out. Results and conclusions. After working with blank tasks, a high level of FBA is observed, while the left hemisphere is dominant in most children. After working with the Interactive Floor Magium digital equipment, the level of FBA in children becomes significantly lower; inversion of the dominant hemisphere is more often recorded. The relationship between the level of FBA when performing tasks of the interactive complex with the results obtained by the Schematization methods was revealed: the higher the level of arbitrariness and cognitive development in general, the lower the level of FBA when working with interactive equipment. Based on the results obtained in this study, the effectiveness of the use of the studied interactive complexes in the educational process for a more balanced development of brain structures and interhemispheric connections in preschoolers is assumed.