Estrategias de Intervención Educativa para Promover el Uso Saludable de Tecnologías Digitales en Preescolares: Una Revisión Sistemática Enfocada en Quintana Roo, México

The use of electronic devices in early childhood has significantly increased in recent years, raising concerns about their potential impact on child development. This article presents a qualitative systematic review of scientific literature (2019-2024) to identify effective intervention strategies to promote balanced and healthy technology use among preschoolers. Twenty-five relevant national and international studies and documents were analyzed, focusing on educational programs targeting preschool-level parents and teachers in Quintana Roo, Mexico. Results highlight various risks associated with excessive screen time in early childhood—such as delays in language development, attention difficulties, and socioemotional problems—but demonstrate that implementing appropriate strategies can mitigate these effects. Identified strategies include setting clear screen-time limits according to international pediatric guidelines, selecting high-quality educational content, active adult involvement (co-viewing and participation), promoting alternative activities (active play, reading, social interaction), and training parents and teachers in digital literacy and media parenting. Recent interventions, including in-person and digital programs—have shown significant reductions in children’s screen time and improved parental skills for managing it. Based on the evidence, recommendations are proposed for designing and implementing local programs in Quintana Roo that involve families and schools in fostering healthy technological habits from early childhood. In conclusion, promoting balanced technology use during preschool requires a multidisciplinary and collaborative approach; the identified intervention strategies can serve as the foundation for educational policies and programs to safeguard children's comprehensive development in the digital era.