Challenges of concentration in the classroom after the pandemic: a literature review on the effects of screen use on elementary school students
Challenges of concentration in the classroom after the pandemic: a literature review on the effects of screen use on elementary school students
DOI:
https://doi.org/10.51473/rcmos.v1i2.2025.1401Keywords:
Early childhood education; Concentration; Digital technologies; Pandemic; Neurodevelopment; Remote learning; Active methodologies; Attention; Cognitive development.Abstract
This study analyzes the impacts of excessive use of digital technologies on the concentration of early childhood education students in the post-COVID-19 pandemic context, through a literature review. The pandemic accelerated the adoption of remote learning, exposing children to long periods in front of screens and significantly affecting their cognitive, emotional, and social development. Based on theoretical frameworks such as Gardner, Goleman, Spitzer, Greenfield, Vygotsky, Papert, and Lévy, the paper discusses how this overexposure influenced students’ attention, memory, and motivation, while also highlighting pedagogical strategies that foster self-regulation, focus, and school engagement. Active methodologies and the conscious use of technologies are advocated as paths toward a more effective, humanized education aligned with the needs of contemporary childhood.
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Copyright (c) 2025 Maria Zuli Morais Farias de Souza, Manoel Pereira da Rocha Neto, Marly Otília dos Santos, Arlan Erick dos Santos , Ana Cláudia Gomes Arraes (Autor)
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