EMOTIONAL DYSREGULATION AND ATTENTION DEFICITS IN EARLY CHILDHOOD EDUCATION: THE IMPACT OF EARLY SCREEN USE ON COGNITIVE DEVELOPMENT
DOI:
https://doi.org/10.63330/aurumpub.067-046Keywords:
Attention, Cognitive development, Early childhood education, Emotional regulation, ScreensAbstract
Early screen exposure has become increasingly relevant in discussions about child development, particularly due to the growing presence of digital devices in family and educational contexts. This study aimed to analyze the impacts associated with early screen use on emotional regulation, attention, and cognitive development among children in Early Childhood Education, also considering the influence of family and pedagogical mediation. This is an integrative literature review conducted in PubMed/MEDLINE, Scopus, Web of Science, ScienceDirect, Springer Nature Link, Frontiers, and MDPI, covering publications from 2021 to 2026 in Portuguese and English. Studies addressing children’s screen exposure and its potential effects on attention, executive functions, behavior, emotional regulation, and cognitive development were analyzed. The findings indicated associations between high or inadequately mediated screen exposure and difficulties related to attention, self-regulation, behavior, and cognitive development. Screen time was also found to potentially replace essential experiences, such as play, social interaction, physical activities, and face-to-face communication. It is concluded that potential impacts depend not only on exposure duration but also on content, purpose, context, and adult mediation. A balanced integration of digital and in-person experiences is recommended, supported by coordinated participation between families and educational institutions.
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