Digital Childhood And Emotional Development In Children: Contemporary Psycho-Pedagogical Challenges
Keywords:
Digital Childhood, Emotional Development, Screen TimeAbstract
This article presents a systematic literature review examining the relationship between children's engagement with digital technologies and their emotional development, with a focus on contemporary psycho-pedagogical challenges. Publications from 2010 to 2024 indexed in PubMed, Scopus, PsycINFO, and Web of Science were analysed. The review addresses theoretical frameworks for understanding digital childhood, empirical evidence on the effects of screen time, social media use, and digital game engagement on emotional regulation, empathy, anxiety, and social competence in children and adolescents, as well as protective factors and evidence-based pedagogical responses. The analysis reveals a nuanced picture: while excessive and unstructured digital technology use is associated with elevated emotional dysregulation, social anxiety, and reduced empathy, moderate and purposefully scaffolded digital engagement can support emotional learning and social connection
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