THE RELEVANCE OF JOINT ACTION BY FAMILIES AND SCHOOLS IN COMBATING EARLY SCREEN USE AND ITS IMPACT ON SCHOOL LEARNING PROCESSES: A BIBLIOGRAPHIC ANALYSIS

Abstract

This study examines the significant role of interaction between families and schools in the educational development process, specifically regarding the consequences of early technology use by school-aged children—a factor that can negatively affect their cognitive and emotional development. Through a bibliographic review, the study highlights the role of the family in this context, noting that children at this stage of life require guidance from their guardians, including the establishment of limits on their access to the digital world. The findings indicate that consistent family support fosters academic achievement and emotional stability, while its absence can lead to negative outcomes. The methodology employed was a narrative bibliographic review, involving content analysis of previously published materials. Sources included academic databases in the humanities and health sciences—such as Brasil Escola, PePSIC, SciELO, and Google Scholar—as well as journals specializing in education and psychology. The research concludes that a lack of family guidance and excessive screen use—by both family members and children—tend to negatively impact students' academic performance and emotional well-being. Conversely, the active presence of guardians, including in the management of technology use, promotes better academic and social outcomes. Furthermore, the literature consistently suggests that family involvement is a decisive factor in the holistic development of children. This is because a strong partnership between family and school strengthens emotional bonds, expands learning opportunities, and contributes to a more comprehensive and conscious educational and civic development.