The role of the digital tools in early childhood development
Proskurina, Svetlana (2026)
2026
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202603164385
https://urn.fi/URN:NBN:fi:amk-202603164385
Tiivistelmä
The aim of this thesis was to examine the role of digital tools in early childhood development by identifying the key advantages and disadvantages of their use among children under six years old. The study applies a qualitative research approach by using a descriptive literature review supported by an thematic analysis, which enables the synthesis of findings across diverse research contexts. The final corpus consists of approximately 50 sources and about two‑thirds of which are peer‑reviewed scientific publications that ensure a high level of reliability. The thesis was conducted in collaboration with Hauska Karuselli, a Lappeenranta base organization that has worked with children for over ten years.
The findings indicate that digital tools play an ever-increasing role in early childhood and that their use is likely to grow even more in the future. While digital tools offer benefits such as supporting learning and communication, they also present challenges like potential negative sleep-effects, lessened attention, and harmed social interactions. To minimize such risks, the use of digital tools by young children should be guided by adults, with attention paid to time limits and quality of content.
Overall, this thesis provides an overview of digital tools used in early childhood and offers recommendations for parents, social workers, and organizations that work with young children. The study also highlights the need for further research, particularly on the relationship between digital tool use and brain development, and long‑term developmental outcomes that come from it.
In addition, this thesis highlights the growing importance of adult involvement in shaping healthy digital habits from early childhood. Because digital environments increasingly influence children’s daily routines, it is the role of parents, educators, and social workers to guide in media use while supporting meaningful interactions and preventing potential risks. This perspective underscores that digital tools themselves are not inherently beneficial nor harmful. Rather, their impact depends on how, when, and why they are used.
The findings indicate that digital tools play an ever-increasing role in early childhood and that their use is likely to grow even more in the future. While digital tools offer benefits such as supporting learning and communication, they also present challenges like potential negative sleep-effects, lessened attention, and harmed social interactions. To minimize such risks, the use of digital tools by young children should be guided by adults, with attention paid to time limits and quality of content.
Overall, this thesis provides an overview of digital tools used in early childhood and offers recommendations for parents, social workers, and organizations that work with young children. The study also highlights the need for further research, particularly on the relationship between digital tool use and brain development, and long‑term developmental outcomes that come from it.
In addition, this thesis highlights the growing importance of adult involvement in shaping healthy digital habits from early childhood. Because digital environments increasingly influence children’s daily routines, it is the role of parents, educators, and social workers to guide in media use while supporting meaningful interactions and preventing potential risks. This perspective underscores that digital tools themselves are not inherently beneficial nor harmful. Rather, their impact depends on how, when, and why they are used.