DICTs and their relations with child development

Abstract

ABSTRACT

This article is the result of a master's research in education, with a bibliographic and reconstructive approach, and an analytical and hermeneutic perspective. The study aimed to explore the presence of Digital Information Technologies (ICTs) and their implications for child development, particularly in social interaction processes. The research examines how these technologies impact the way children interact with their environment and peers, as well as their relationship with the development of the self. The theoretical foundation supporting these reflections includes Mead, Desmurget, Levin, Lévy, Zuboff, among others. The study highlights the importance of human interactive processes, play, and games, which enhance the formation of the self and child development, in contrast to their substitution by digital interactive means. Based on these authors, the study critiques the replacement of human relationships with interactions through virtual gaming technologies, which are seen as deficient and resulting in significant losses. This research serves as a warning to parents, educators, and society at large about the intense presence of technologies in early childhood and their implications for the development of cognitive abilities and structures, at a time when children are more susceptible to learning than at any other period in their lives.