Los dispositivos digitales en las interacciones sociales del ciclo II del nivel Inicial
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Date
2025-12
Journal Title
Journal ISSN
Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La presente investigación documental tuvo como objetivo analizar la influencia del uso de dispositivos digitales en las interacciones sociales de niños y niñas de 3, 4 y 5 años del Ciclo II de Educación Básica Regular. Para ello, se recopilaron fundamentos teóricos, se describieron patrones de uso y se comprendieron los efectos de dicha exposición en el desarrollo socioemocional. Mediante una revisión exhaustiva de estudios nacionales e internacionales publicados entre los años 2020 y 2024, se concluyó que el uso excesivo, no supervisado y orientado a contenidos recreativos pasivos genera un desplazamiento significativo de las interacciones, reduciendo el desarrollo de habilidades blandas. Por el contrario, un uso mediado por adultos, limitado en tiempo y con aplicaciones interactivas educativas puede enriquecer las experiencias sociales. En el contexto peruano predomina la exposición temprana y prolongada como estrategia de distracción familiar, influida por variables socioeconómicas y laborales de los padres. El estudio resalta la urgencia de generar conciencia en familias y docentes, elaborar guías nacionales sobre la crianza en la era digital y promover nuevas inteligencias locales que sustenten políticas públicas para un desarrollo socioemocional saludable en la primera infancia.
The present documentary research aimed to analyze the influence of digital device use on the social interactions of boys and girls aged 3, 4, and 5 years in Cycle II of Regular Basic Education. To this end, theoretical foundations were compiled, usage patterns were described, and the effects of such exposure on socioemotional development were examined. Through an exhaustive review of national and international studies published between 2020 and 2024, it was concluded that excessive, unsupervised use oriented toward passive recreational content significantly displaces face-to-face interactions, thereby reducing the development of soft skills. In contrast, adult-mediated use that is limited in duration and involves interactive educational applications can enrich social experiences. In the Peruvian context, early and prolonged exposure predominates as a family distraction strategy, influenced by parents’ socioeconomic and occupational variables. The study underscores the urgent need to raise awareness among families and educators, develop national guidelines for digital-age parenting, and promote new local research to support public policies that ensure healthy socioemotional development in early childhood.
The present documentary research aimed to analyze the influence of digital device use on the social interactions of boys and girls aged 3, 4, and 5 years in Cycle II of Regular Basic Education. To this end, theoretical foundations were compiled, usage patterns were described, and the effects of such exposure on socioemotional development were examined. Through an exhaustive review of national and international studies published between 2020 and 2024, it was concluded that excessive, unsupervised use oriented toward passive recreational content significantly displaces face-to-face interactions, thereby reducing the development of soft skills. In contrast, adult-mediated use that is limited in duration and involves interactive educational applications can enrich social experiences. In the Peruvian context, early and prolonged exposure predominates as a family distraction strategy, influenced by parents’ socioeconomic and occupational variables. The study underscores the urgent need to raise awareness among families and educators, develop national guidelines for digital-age parenting, and promote new local research to support public policies that ensure healthy socioemotional development in early childhood.
Description
Trabajo de investigación para optar el grado académico de Bachiller en Educación.
Keywords
Dispositivos digitales, Interacciones sociales, Educación inicial, Tiempo de pantalla, Mediación parental, Desarrollo socioemocional