Impact of Technology on the Cognitive Development of Preschool Children: Integration in Learning
DOI:
https://doi.org/10.31243/mdc.uta.v8i4.2626.2024Keywords:
Technology, cognitive development, preschool children, learningAbstract
This article analyzed the impact of technology on the cognitive development of preschool-aged children, focusing on its integration into educational settings. The primary objective was to evaluate both the benefits and challenges associated with early exposure to Information and Communication Technologies (ICT) in children aged three to five years, with the aim of proposing guidelines for their responsible use in preschool learning. To achieve this, a comprehensive literature review was conducted, including academic repositories, research studies, theses, and scientific articles. Throughout the research, multiple potential benefits of integrating ICT into preschool learning were identified, such as stimulating creativity, fostering collaboration, and personalizing learning. However, significant challenges were also highlighted, including the risks of overstimulation, attention issues, and the potential digital divide.
The findings underscored the importance of continuous training for both educators and parents, ensuring a balanced and supervised use of technology. It was concluded that, while ICT can significantly enrich preschool learning, it is crucial to adopt an approach that prioritizes the holistic development of children and acknowledges the importance of adult guidance and supervision in this process. Effective ICT integration can be beneficial, provided that the challenges are adequately addressed and the opportunities are maximized to promote the healthy and comprehensive development of children during this critical stage of life
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Ruth Amalia Estrada Zamora, María Piedad Yanza Paguay , María Elizabeth Kliger Bone , María José Muñoz Zamora
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
