New Perspectives in Science Education

This study explores the psychosocial effects of technology use among elementary school children, focusing on emotional, social, and cognitive development. Using a qualitative approach, data were collected through semi-structured interviews with 30 children (Grades III–V), 15 parents, and 6 teachers, alongside classroom observations and document analysis. Findings show that daily use of digital devices is high (87%), primarily for entertainment, while only 28% use them for educational purposes. Excessive or unsupervised use is associated with anxiety, irritability, mental fatigue, and reduced face-to-face interactions, whereas guided use enhances creativity, motivation, and collaborative learning. Children receiving consistent adult supervision demonstrate better emotional regulation, empathy, and academic focus.

From a social work perspective, preventive and educational interventions are essential. School social workers, in collaboration with parents and teachers, can implement digital literacy programs, awareness campaigns, and family counseling to promote responsible technology use and emotional resilience.

Technology itself is neither inherently positive nor negative; its impact depends on supervision, context, and purpose. Collaboration among families, educators, and social workers is crucial to safeguard children’s psychosocial well-being and support healthy development in the digital age.