From Play to Reflection: Digital Barriers in Literacy During the Transition from Childhood to Adolescence

Abstract

This article explores negative factors related to overexposure to screens and excessive digital consumption that end up affecting the reading and writing process. These factors are determined as learning barriers. Following a qualitative and documentary method, we sought to establish, through the interpretation of the conceptions of different authors on child and neuronal development, the causes of dependence on digital tools, the influence of the environment, parents and/or caregivers on said dependence, and the responsibilities that fall on the educational system, made up of actors such as institutions, managers, and teachers, in preventing the scourge of childhood cognitive decline.