USE OF DIGITAL SCREENS BY CHILDREN AT AN EARLY CHILDHOOD EDUCATION CENTER

Abstract

Considering the relevance of children's language development, we seek to understand the relationship between the use of digital screens and children's language development, investigating the interdisciplinary aspects that permeate the sociocultural processes that constitute children's development, in relation to institutional spheres such as school and family, as well as the possible overlaps between global and local dimensions. To this end, we based our studies on the perspectives of Historical-Cultural Theory, Complexity Theory and interdisciplinary research. Regarding the methodological procedures, regarding the nature of the research, we based We based this study on the qualitative-interpretative approach. Regarding data collection and generation, we used bibliographic studies and an online questionnaire via Google Forms with teachers, parents and other professionals from different areas of knowledge, related to the context investigated. Regarding the analysis of the collected data, we used some of the principles of Complexity Theory, namely: hologramatic and recursive, in addition to some ISD procedures such as the context of production and global plan. With the bibliographic studies, it was possible to identify gaps and some contributions from different researches about the theme addressed in our study, which allowed us to obtain a broader understanding about the use of screens in the education of children and the influence of this use on their development. As a result of the analysis of the data obtained, we identified social and cultural aspects through which the use of screens influences the development of the child, affecting the process of language acquisition. Based on these results, we understand that such influences can be both negative and positive.