IMPACTOS NEUROCOGNITIVOS E PSICOPEDAGÓGICOS DA EXPOSIÇÃO PRECOCE ÀS TELAS DIGITAIS: UMA ANÁLISE CRÍTICA DAS EVIDÊNCIAS CIENTÍFICAS CONTEMPORÂNEAS E IMPLICAÇÕES PARA POLÍTICAS DE SAÚDE INFANTIL

Early and prolonged exposure to digital screens represents one of the main contemporary challenges for healthy child development. This article presents a critical and comprehensive analysis of the most recent scientific evidence on the neurocognitive and psychopedagogical impacts of electronic device use in early childhood. Through a systematic review of literature published between 2020 and 2025, including meta- analyses, neuroimaging studies, and large-scale longitudinal research, we examine the effects of screen exposure on brain development, cognitive functions, language skills, and socioemotional competencies. Evidence demonstrates consistent associations between excessive screen time and structural brain alterations, including reduced cortical thickness in critical areas for language and executive functions, elevation of biological stress markers such as cortisol, and deficits in sustained attention skills and emotional self-regulation. Recent studies reveal that contexts of use are as important as the amount of exposure, with parental co-viewing and age-appropriate educational content demonstrating protective effects. Analysis of updated American Academy of Pediatrics guidelines reflects a paradigmatic shift from exclusive focus on time to the quality of digital interactions. Psychopedagogical implications include the need for educational mediation strategies, parental training programs, and intersectoral public policies that promote conscious and developmental use of digital technologies in childhood.