The Impact of Digitalization on the Development of Self-Regulation in Children Aged 5–6
Keywords:
digitalization, self-regulation, early childhood education, preschool children, interactive learning, emotional development, behavioral control, educational technologiesAbstract
The rapid digital transformation of educational environments has created new opportunities for supporting the development of self-regulation skills in early childhood. This study explores how digital technologies influence the formation of self-management abilities among children aged 5–6 within preschool educational settings. The research highlights the role of interactive learning applications, digital games, and multimedia content in enhancing attention control, emotional regulation, and goal-oriented behavior. Using observational data and teacher feedback, the study demonstrates that structured digital activities can foster independence, decision-making, and persistence in task completion. However, excessive or unguided use of digital tools may negatively affect behavioral regulation and social interaction. The findings emphasize the importance of pedagogically balanced digital integration to ensure the holistic development of preschool children’s cognitive and socio-emotional competencies.
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