EDUCATING BEYOND SCREENS: CREATIVITY, CHILDHOOD, AND NEW TECHNOLOGICAL MEDIATIONS

Abstract

This article discusses the impacts of excessive screen use in childhood, focusing on the decline of spontaneity, imagination, and creativity in school-aged children. Drawing from both classical and contemporary educational theorists, it offers a critical reflection on the risks of digital overstimulation and the need to reclaim pedagogical practices that support the holistic development of the child. Based on classroom experiences and direct observation of children's behavior, the text presents educational practices that combine intentional use of technology with playfulness, expression, and authorship. The goal is to suggest viable paths for a balanced mediation between the digital world and childhood, highlighting the teacher’s role as a curator of meaningful learning experiences.