The daily lives of children and adolescents are increasingly shaped by the use of mobile phones, tablets, and other digital devices. However, the rapid integration of these technologies contrasts with growing scientific evidence highlighting the need to better understand their effects on a still-developing brain. "It is fundamental to understand how the digital environment shapes neurodevelopment," states Raquel Chillón Martínez, academic director of the Degree in Physiotherapy at the San Isidoro University Center and head of the workshop ‘Digital Childhoods: The Hidden Price of Brightness. Neurocognitive and Socioemotional Impact of Early Screen Use’.
Chillón Martínez emphasizes that "when we talk about a young child, we are talking about a brain that is still being constructed." Therefore, she considers it essential for families, educators, and health professionals to make informed decisions about early exposure to digital devices. The goal, she insists, is not to demonize technology but to analyze with scientific rigor how, when, and under what conditions it influences child development.
The workshop starts from the premise that never before have minors been exposed to such a high quantity of audiovisual stimuli from such early ages. This transformation raises questions about its effects on crucial aspects such as attention, language, emotional regulation, sleep, learning, and social relationships. Consequently, the event brings together professionals from various disciplines, including neuropediatrician María Teresa Andrade, physiotherapist Natalia Povedano, and psychopedagogue Alejandra Pereira, to address the phenomenon from a multidisciplinary perspective.
Beyond the risks, the workshop coordinator stresses that the aim is not to generate social alarm. Digital tools, when used appropriately, offer significant educational and communication possibilities. The challenge lies in finding a balance that leverages their advantages without compromising experiences fundamental for child development, such as free play, conversation, exploration, or even boredom, which are crucial for brain maturation.
Chillón Martínez recalls that numerous studies suggest that intensive and early screen use can alter essential neurodevelopmental processes by replacing crucial childhood activities. "The brain needs real experiences to develop," she summarizes. The problem is not solely the time a minor spends in front of a screen, but also what they stop doing while using it. Furthermore, she points out that certain applications are designed to continuously capture user attention through constant stimuli and immediate rewards, activating brain circuits related to reward, which necessitates extreme caution with developing brains.
The workshop director believes that many families face this reality with uncertainty, as "technology has advanced much faster than social knowledge about its effects." Therefore, she advocates for providing rigorous information and practical tools to make decisions based on scientific evidence and adapt device use to different stages of child development.
The event concludes with a panel discussion where speakers will debate the main challenges posed by coexistence with technology during childhood and adolescence. "Screens are part of our lives and will continue to be," concludes Raquel Chillón. "The challenge is to use them when they add value, without them occupying the space needed for play, movement, rest, or personal relationships during childhood."
