Teachers’ perception of digital media’s role in the socio-emotional development of children aged from infancy to eight years

Abstract

The rapid expansion of digital technologies has reshaped early childhood environments, presenting both educational opportunities and developmental concerns. While digital media can support interactive learning, growing evidence suggests that excessive or unsupervised exposure during the formative years (0–8) may hinder socio-emotional development. This period is crucial for acquiring emotional regulation, empathy, and social skills, which are best nurtured through responsive and reciprocal interactions with caregivers and peers. In Bangladesh, shifting family structures and increasing parental work demands have reduced children’s social engagement, heightening their reliance on digital devices. This qualitative study examines early childhood teachers’ perceptions of digital media’s impact on the socio-emotional development of children aged 0–8 years, informed by Vygotsky’s socio-cultural framework. It explores teachers’ observations of children’s behaviours, their mediation strategies, and their views on digital media’s developmental benefits and risks. By foregrounding teachers’ experiential insights, the study addresses a critical gap in the literature and informs policy, curriculum, and professional development in early childhood education in Bangladesh.