Ключевые слова
Аннотация
The rapid proliferation of digital gadgets — smartphones, tablets, and portable gaming devices — has fundamentally altered the developmental landscape of primary school-age children (ages 6–11). This article examines the psychological dependency and social problems that arise from excessive gadget use in this age group. Drawing on empirical research and theoretical frameworks from developmental psychology and pediatric neuroscience, the article explores how prolonged screen exposure disrupts emotional regulation, fosters behavioral addiction, impairs cognitive development, and undermines social competence. Key mechanisms discussed include dopaminergic reward pathways, attachment disruption, sleep deprivation, and the erosion of face-to-face social skills. The article also addresses risk factors, family dynamics, and school-based implications, culminating in evidence-based recommendations for parents, educators, and policymakers. The findings underscore the urgent need for a comprehensive, multi-stakeholder approach to digital literacy and screen time regulation in early childhood.
Библиографические ссылки
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