Digital Devices and Their Influence on Neurodevelopment in Children Aged Four to Five

Abstract

This article analyzes the influence of digital device use on the neurodevelopment of children aged four to five and describes the scope of a pedagogical proposal aimed at promoting responsible, balanced, and formative use of technology in early childhood. The study was conducted using a mixed-methods approach, integrating quantitative and qualitative techniques, with a descriptive, correlational, and longitudinal design, which made it possible to identify relationships and changes associated with early exposure to screens. Data were collected through the application of an observation checklist to twenty children and structured surveys administered to twenty parents from the Marista Fiscomisional Educational Unit of Macará. The results showed that frequent, prolonged, and unsupervised exposure to digital devices is associated with difficulties in expressive language, reduced sustained attention, irritability, and decreased participation in active play activities and social interaction. Likewise, limited adult mediation and a children’s preference for recreational content over educational content were identified. The research established three specific objectives: to diagnose the effects of digital device use on the cognitive, emotional, and motor functions of children; to design pedagogical and family strategies that encourage balanced and appropriate use of devices; and to validate the effectiveness of the pedagogical proposal through its implementation in the educational institution.

The findings lead to the conclusion that excessive screen use negatively impacts cognitive, emotional, and social development in early childhood. In this context, the proposal “I Grow by Playing, I Learn by Imagining” proved to be an effective alternative for balancing screen time, promoting comprehensive and healthy development through conscious adult mediation and the use of active pedagogical strategies.