EXCESSIVE SCREEN TIME AND THE DEVELOPMENT OF EXECUTIVE FUNCTIONS IN ELEMENTARY SCHOOL CHILDREN

Abstract

Excessive screen use has become an increasingly prevalent phenomenon in children’s daily lives, especially among elementary school students, raising concerns about its impact on the development of executive functions. This chapter aims to analyze the relationship between prolonged exposure to digital devices and the development of cognitive skills such as attention, inhibitory control, working memory, and cognitive flexibility. The methodology consists of a narrative literature review based on national and international studies published in recent years, supported by theoretical contributions from authors such as Diamond, Barkley, and Luria. The results indicate that excessive screen exposure, particularly when not mediated by adults and disconnected from educational purposes, is associated with impairments in behavioral self-regulation, sustained attention, and academic performance. Conversely, moderate and intentional use of educational technologies may support certain cognitive processes when integrated into appropriate pedagogical practices. It is concluded that maintaining a balance between digital technology use and face-to-face experiences is essential for the healthy development of executive functions, highlighting the crucial role of schools and families in consciously mediating children’s screen use.