Uso das tecnologias digitais no contexto sociointeracional e cognitivo na infância

• Ano de defesa: 2024
• Autor(a) principal: Ayres, Barbara Bahia Furtado
• Orientador(a): Cunha, Célio da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Primeira infância; Tecnologias digitais; Desenvolvimento infantil; Educação; Fonoaudiologia
• Palavras-chave em Inglês: Early childhood; Digital technologies; Child development; Education; Speech therapy
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/3617

This study addresses the impact of digital technologies on the socio-emotional and cognitive development of young children. Based on the hypothesis that parents and guardians introduce children to the digital world early, believing that technological tools can accelerate learning, the main objective was to investigate the implications of using information and communication digital technologies on the cognitive, social, emotional, and educational development of young children. The specific objectives included: (1) investigating the perceptions of parents and guardians regarding the impact of digital technologies on children's development; (2) understanding the views of early childhood educators regarding the use of these technologies; and (3) identifying, through speech therapists, the main concerns related to the use of digital technologies. The scientific and social relevance of this study is based on a detailed analysis of the implications of this use for child development, considering both the benefits and potential risks. The bibliographic research utilized the "State of Knowledge" method and Bibliometrics, based on authors such as Hsin, Kang, Kimberly, and Vygotsky's Zone of Proximal Development theory, as well as contributions from speech therapist Zorzi. Methodologically, the study is characterized as a Case Study, as proposed by Yin, with a qualitative approach and Content Analysis based on Bardin, of a descriptive and exploratory nature, aiming to analyze the implications of digital technology use on child development. Data collection was carried out through semi-structured interviews and followed the principles of Action Research by Bortoni-Ricardo, which emphasizes interaction and collaboration with participants. The research sample included five public school teachers, two private school teachers, five parents, and five speech therapists. The data were organized into categories and subcategories, revealing the adverse effects of uncontrolled use of digital technologies, with negative impacts on children's cognitive, social, and emotional development. The results point to the need for mediation strategies that promote the balanced use of technologies, involving the fields of education, health, and family. It is concluded that conscious and moderate use of digital technologies can positively contribute to child development, as long as it is carefully planned and monitored.