The article analyzes the view of foreign researchers on parental mediation in relation to the use of electronic devices by children. The concept of parental mediation is given as strategies by which parents regulate the interaction of their children with electronic devices and the media space, as well as minimize risks and maximize benefits for their children. Several variants of classifications of intermediary strategies by such authors as Livingston and Helsper, Nikken, Zaman are considered. Particular attention is paid to considering active and restrictive mediation, including technical limitations, as well as the sharing of devices. The division of active mediation into active-dissent was noted, in which parents negatively consider the role of devices and media in relation to the child, as well as active-positive, which is based on a consistent explanation of their position to the child and a joint discussion of risks and rules. The socio-demographic and psychological factors influencing the parental attitude towards the use of gadgets by the child and the choice of the mediation strategy were identified. These include the age and gender of parents and children, household income, parental education level, the number of electronic devices in the home, parenting style, parental involvement and expectations for children's device use. It also shows how the parental role model can affect the child's use of electronic devices. Factors such as the time a parent spends with the device, the number of devices available in the home, and the parent's educational level can predict how the child uses gadgets. Also, in addition to socio-demographic and psychological factors, situational factors are noted that can affect the time a child spends on electronic devices, namely the weather, time of day, time of year, location, the popularity of the device.