DIGITAL MEDIA AS CATALYSTS FOR CHILDHOOD LEARNING

challenges and perspectives

Abstract

From a very young age, children are immersed in Information and Communication Technologies (ICT), as they communicate and play with tablets, smartphones, games, and other electronic devices. It is believed that playful activities mediated by digital screens contribute to the construction of subjectivities and learning, characterizing the existence of a children's cyberculture, as children imprint their habits and behaviors when interacting with digital media. The purpose of this research, therefore, is to discuss the contributions of ICT to children's learning and development, without, however, disregarding the risks arising from their excessive use. Media dependence can lead to physical and mental health problems for children, such as increased anxiety, exposure to violence, cyberbullying, sleep disorders, and a sedentary lifestyle. This bibliographical and documentary research aims, from a critical and dialectical perspective, to demonstrate the importance of the partnership between school and family in building a safe and dialogic relationship between children and digital culture and its various technological artifacts. Through play, children learn in a more fun and enjoyable way, as long as these activities are guided by the family and intentionally planned within the school context. Therefore, it is essential that both institutions understand and embrace technology to contribute to a more welcoming and less alienating digital education in childhood