EXCESSIVE USE OF CELL PHONES AND TELEVISIONS: NEUROLOGICAL CONSEQUENCES AND HYPERACTIVITY IN EARLY CHILDHOOD EDUCATION

Abstract

This article aimed to conduct a theoretical review of the impacts of excessive use of cell phones and televisions on the neurological development and hyperactive behaviors of early childhood education children. A narrative approach was adopted, with a systematic search in the SciELO, PubMed, and Google Scholar databases using Portuguese and English descriptors related to “screen time” and “child development.” Studies published between 2010 and 2025 that provided evidence on structural changes in the cerebral cortex, attention disorders, hyperactivity, anxiety, and social interaction difficulties associated with prolonged screen exposure were selected. The synthesis of results was organized into four thematic categories: international screen-time guidelines; neurobiological findings; behavioral repercussions; and recommended moderation strategies. Findings confirm that most guidelines limit daily use to a maximum of 60 minutes for children under five and warn of adverse cognitive and emotional changes when exposure exceeds this threshold. It is concluded that the implementation of integrated school and family policies, combined with digital education, is essential to mitigate risks and promote a balanced environment that fosters healthy, holistic development in children.