Relación entre el uso de pantalla en desarrollo cognitivo de los niños de 3 a 5 años
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Fecha
2026
Autores
Barrios Barranco, Gisell
Majul Marín, Salís Margarita
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente estudio analizó la relación entre el uso de pantallas y el desarrollo infantil en las dimensiones cognitiva, motora, adaptativa y personal-social en niños de 3 a 5 años. La investigación surge ante el incremento de dispositivos digitales en la primera infancia y el debate sobre sus efectos, ya que si bien pueden favorecer el aprendizaje, una exposición excesiva se asocia con dificultades emocionales y conductuales.
Con un enfoque cuantitativo correlacional, participaron 20 niños de preescolar en Barranquilla, distribuidos equitativamente por género. Para la recolección de datos, se aplicó el cuestionario SMALLQ a los padres para evaluar los hábitos digitales y el Inventario de Desarrollo Battelle (BDI-2) para medir las dimensiones infantiles, analizando los resultados mediante el coeficiente de correlación de Pearson.
Los análisis estadísticos evidenciaron la ausencia de correlaciones significativas entre el uso de pantallas y el desarrollo (p > .05). Los coeficientes obtenidos resultaron débiles y cercanos a cero, lo que sugiere que el uso moderado de medios digitales no constituye un factor determinante en las alteraciones del desarrollo infantil para esta muestra.
Se concluye que el impacto de los dispositivos no depende exclusivamente del tiempo de exposición, sino de variables contextuales como la calidad del contenido, la mediación parental y las pautas de crianza, resaltando que el entorno familiar y la interacción afectiva siguen siendo fundamentales.
The present study analyzed the relationship between screen use and child development in the cognitive, motor, adaptive, and personal-social dimensions in children aged 3 to 5 years. The research arises in response to the increase in digital devices during early childhood and the debate surrounding their effects, given that while they can foster learning, excessive exposure is associated with emotional and behavioral difficulties. Utilizing a quantitative correlational approach, 20 preschool children from Barranquilla participated, with an equal distribution by gender. For data collection, the SMALLQ questionnaire was administered to parents to evaluate digital habits, and the Battelle Developmental Inventory (BDI-2) was used to measure child dimensions, analyzing the results through Pearson's correlation coefficient. Statistical analyses evidenced the absence of significant correlations between screen use and child development ($p > .05$). The obtained coefficients were weak and close to zero, suggesting that moderate use of digital media does not constitute a determining factor in child development alterations for this sample. It is concluded that the impact of devices does not depend exclusively on exposure time, but rather on contextual variables such as content quality, parental mediation, and parenting guidelines, highlighting that the family environment and affective interaction remain fundamental.
The present study analyzed the relationship between screen use and child development in the cognitive, motor, adaptive, and personal-social dimensions in children aged 3 to 5 years. The research arises in response to the increase in digital devices during early childhood and the debate surrounding their effects, given that while they can foster learning, excessive exposure is associated with emotional and behavioral difficulties. Utilizing a quantitative correlational approach, 20 preschool children from Barranquilla participated, with an equal distribution by gender. For data collection, the SMALLQ questionnaire was administered to parents to evaluate digital habits, and the Battelle Developmental Inventory (BDI-2) was used to measure child dimensions, analyzing the results through Pearson's correlation coefficient. Statistical analyses evidenced the absence of significant correlations between screen use and child development ($p > .05$). The obtained coefficients were weak and close to zero, suggesting that moderate use of digital media does not constitute a determining factor in child development alterations for this sample. It is concluded that the impact of devices does not depend exclusively on exposure time, but rather on contextual variables such as content quality, parental mediation, and parenting guidelines, highlighting that the family environment and affective interaction remain fundamental.
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Exposición a pantallas, Desarrollo cognitivo infantil, Medios digitales, Primera infancia, Mediación parental
