Influence of screen exposure on socialization processes during early childhood education

Abstract

This essay critically analyzes the influence of screen exposure on socialization processes during schooled early childhood, emphasizing elementary students at the Los Andes Educational Institution, located in Chigorodó, Antioquia. The central objective is to understand how the frequent and unregulated use of digital devices impacts peer interaction, emotional expression, participation in group activities, and the development of social skills within the school environment. The analysis is supported by a qualitative phenomenological-hermeneutic approach, which is appropriate for interpreting experiences, observed behaviors, and relational dynamics in the classroom. Drawing on a review of recent literature, it contrasts perspectives that recognize the pedagogical potential of technology with findings that warn of negative effects on attention, academic performance, interpersonal communication, and socio-emotional development. Furthermore, empirical observations from the studied context are incorporated, identifying manifestations of withdrawal, inhibition, reduced dialogue, and difficulties in conflict resolution following prolonged screen use. It concludes that the problem does not lie in the technology itself, but in its use without adult mediation, formative limits, and a balance with face-to-face, playful, and cooperative experiences that are fundamental for comprehensive child and educational development.