Incidence of Technological Devices in Children Aged 2 to 4 Years

Abstract

Currently, the use of technological devices in early childhood generated an extensive debate regarding their potential benefits and risks for cognitive and social development. In this context, a study was conducted to analyze the incidence of technology in children aged 2 to 4 years, based on the descriptive perceptions of parents whose children were enrolled in early education and the subjective perceptions of the teachers responsible for their instruction. A mixed-method approach was employed, using a survey for all parents and interviews with the institution's teachers, with the aim of identifying usage patterns and their impact on the children's cognitive, social, and emotional development. The results showed that most children used technological devices mainly for entertainment purposes, with varying levels of parental regulation. Although some parents highlighted the importance of technological device use for their children’s development, teachers warned of challenges observed in the classroom, such as attention difficulties, socialization issues, and delays in language development. It was concluded that technology proved beneficial when used for educational purposes, under supervision, and with regulated usage time. Establishing clear guidelines and objectives within the teaching-learning process in early education was considered essential. Furthermore, the importance of guiding mothers, fathers, and teachers in the responsible use of technology was emphasized to ensure a comprehensive and balanced development in children.