THE IMPACT OF SCREEN USE ON COMPREHENSIVE DEVELOPMENT IN EARLY CHILDHOOD

Abstract

The increasing use of electronic devices as the main learning reference in early childhood raises concerns about its impact on child development. This article analyzes, through a systematic literature review, the multidimensional effects of excessive screen use on the cognitive, social-emotional, and physical development of children aged 0 to 6 years. The research, qualitative and exploratory in nature, was conducted in the SciELO and BVS databases, focusing on Brazilian productions from the last five years. The theoretical framework articulates Jean Piaget's Genetic Epistemology, Martin Seligman's and Christopher Peterson's Positive Psychology, and António Damásio's neuroscience. The results indicate that prolonged screen exposure is associated with impairments in attention, language, and executive functions. In the social-emotional field, the replacement of face-to-face interactions with digital experiences can compromise the development of empathy, emotional regulation, and social skills. It is concluded that screen use must be mediated and balanced with concrete experiences and human interactions, which are fundamental for healthy and integral development in early childhood.