Abstract. This essay analyzes, from the perspectives of neuroscience and psychosocial risks, the impacts of early and unregulated exposure of children to digital technologies. Although technological advances can support development, excessive use is associated with cognitive, emotional, and social impairments. The approach is analytical and reflective, based on a critical review of academic and normative literature. Topics discussed include the fragility of parental mediation, the absence of effective public policies, neurobiological limitations, and risks related to social engineering. It concludes that there is an urgent need to promote intersectoral actions that foster digital literacy, conscious use of technologies, and the safe inclusion of childhoods in the digital environment, reinforcing the necessity of public policies aligned with responsible educational practices that balance access to technology with comprehensive protection of child development.
Authors: BRANDÃO, Iraê César
DOI: 10.29327/7592582
Publish Year: 2025
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