EDUCATIONAL IMPLICATIONS OF EARLY USE OF DIGITAL TECHNOLOGIES IN CHILDHOOD: PROPRIOCEPTIVE DEVELOPMENT, COLLABORATIVE PLAY, AND LANGUAGE
DOI:
https://doi.org/10.56219/trascendere.v1i7.5374Keywords:
language development, early childhood, mobile devices, digital technologies, communicative interaction, executive functions, proprioception, collaborative playAbstract
This article aims to analyze the effects of the use of mobile devices at early ages and their effects on language development and other neuropsychological conditions in childhood. We have started from a critical review of recent scientific literature and using the conceptual framework of child development, we explore how premature and prolonged exposure to screens can affect and interfere with children's linguistic acquisition processes, socioemotional skills and executive functions. The findings show that the use of technology without the active mediation of parents or caregivers and in contexts with little interaction tends to limit communicative experiences, drastically reducing expressive vocabulary and affecting the construction of meaningful bonds. Likewise, we also discuss the implications of this phenomenon for educational, family and social institutions, at the end of which we propose recommendations aimed at regulating the use of mobile devices and screens, seeking to promote linguistically enriched environments and strengthen the digital literacy of parents, caregivers and teachers. This study concludes that the quality of human interactions remains irreplaceable for comprehensive development in the early years of life.
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