Technologies in early childhood education: balance, enchantment, and awareness

            We live in an era where screens are everywhere, integrated into our daily lives as tools for work, communication, and leisure. Faced with this reality, an essential question arises: how can we use technology in a healthy and educational way in early childhood education? This challenge, increasingly present in schools and homes, demands reflection, awareness, and, above all, balance. It is not about demonizing digital resources, nor idealizing them as magical solutions, but rather understanding their role as tools that, when well-used, can enhance children's cognitive, emotional, and social development.

Studies conducted by universities such as Harvard, Stanford, and the University of São Paulo (USP) indicate that moderate and well-guided use of digital technologies can promote skills such as attention, working memory, and problem-solving. Interactive storytelling apps, educational games, and literacy platforms are examples of resources that, when mediated by attentive and sensitive adults, expand children’s cultural and linguistic repertoire. However, it’s crucial to remember: the presence of an adult mediator is irreplaceable. The screen must never take the place of affection, eye contact, listening, and in-person interaction.

Neuroscience has shown that the early years of life are crucial for forming the brain connections responsible for language, empathy, self-regulation, and creativity. All of this is built through interactions with others, outdoor play, story circles, symbolic games, and theater. Therefore, it is essential that digital experiences are always integrated into a broader play-based environment that values the body, voice, and movement. In this context, the ThM (Theater Movement) methodology created by Antônio Carlos dos Santos stands out, as it combines body expression, musicality, and dramatization as pathways to deep and affective learning.

One of the most charming contributions to this discussion is the book “Screens, only with health’, also written by Antônio Carlos dos Santos. The book features a fun and educational narrative in which children learn, in a playful and reflective way, how to use electronic devices responsibly. The play is an invitation to raise awareness among both children and adults, reinforcing that technology does not have to be an enemy of childhood — it can be an ally, as long as it is used consciously and with clear limits.

Another practical example is the application of the TBMB (Mané Beiçudo Puppet Theater) methodology, which merges theater, playfulness, and social reflection. In performances featuring charismatic puppets, children learn values such as friendship, respect, and self-care—including the importance of screen time management. Many schools that have adopted TBMB reported improved behavior in children regarding device use, as well as strengthened emotional bonds between students, teachers, and families.

We must also remember that technology can serve as a bridge between generations. Parents and children can share rich moments by exploring educational apps together, watching cultural videos, or creating stories on interactive platforms. The secret lies in intentionality. When an adult guides the experience, contextualizes the content, and invites reflection, technology becomes a catalyst for meaningful learning. This approach is strongly supported by the MAT (Mindset, Action, and Theater) methodology, which combines reflection, practice, and art to generate authentic transformation.

In times of digital acceleration, cultivating mindfulness becomes a gift. Therefore, it is essential that schools and families teach children the value of pause, silence, and contact with nature. Conscious use of technology begins with the example of adults: putting phones away during meals, limiting screen time before bedtime, and encouraging physical play are simple yet powerful actions. As studies from the University of Cambridge affirm, building healthy habits in early childhood is a decisive factor for lifelong well-being.

Children's literature is also a valuable resource for educating about the use of technology. The works of Antônio Carlos dos Santos, with their sensitive, creative and deeply human stories, have enchanted children and educators in Brazil, Portugal and around the world. His books combine poetry, humor and teachings, inviting young readers to think about their choices and attitudes. By reading aloud, adults encourage active listening, imagination and emotional bonding — something that no screen can replace.

In the end, the great lesson is not to reject technology but to learn how to use it in favor of childhood. It is possible to build early childhood education that respects children’s developmental pace, values play, and integrates digital tools in an ethical, critical, and creative way. Technology can expand horizons, but the foundation remains love, care, and real presence. May parents and educators walk together, hand in hand with science, art, and empathy.

Educating in the digital age is an invitation to wisdom. May we balance the charms of the screen with the magic of the real world. May we raise children who are connected, yes—but first and foremost, connected to their own essence, to nature, and to other human beings. After all, childhood is the time of enchantment, and it is our duty to protect it with everything we have to offer: presence, listening, and poetry.

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