Information and communication technologies in the process of preschoolers’ social-emotional development

Abstract

The article examines the role of information and communication technologies (ICT) in the social-emotional development of preschoolers. Preschool age is widely recognized as a sensitive period during which key competencies such as self-awareness, self-regulation, empathy, social interaction, and communication skills are formed. In this regard, investigating the impact of ICT on children’s social-emotional development is of particular importance. The study aims to analyze the influence of ICT on the social-emotional development of preschool children. A combination of theoretical and empirical methods was employed. The theoretical component included a review and analysis of relevant scholarly literature, while the empirical component relied on observation, interviews, and experimental methods to assess the effects of ICT use.

The findings suggest that the purposeful, moderate, and pedagogically guided use of ICT positively contributes to children’s social-emotional development, including emotional expression, communication activity, and social interaction skills. However, the study also indicates that excessive and unregulated exposure to screen-based environments may pose risks to social-emotional development.