THE USE OF TECHNOLOGY DURING PLAY AND ITS IMPACTS ON ADULT LIFE

Abstract

This article addresses the use of technology during play and its impacts on adult life, considering the transformations in forms of interaction, learning, and child development resulting from the growing presence of digital devices in children's daily lives. Through descriptive bibliographic research, the study aims to analyze how the use of technology during play activities influences cognitive, emotional, social, and motor development, as well as the potential long-term effects of these experiences on adulthood. The research is grounded in studies by authors who discuss child development, the importance of play, and the role of digital technologies in education and human development. Literature findings indicate that when used in a balanced, mediated, and educational manner, technologies can foster creativity, logical reasoning, problem-solving skills, and the development of digital competencies essential for contemporary society. However, excessive use without family or educational supervision can compromise skills related to social interaction, communication, emotional self-regulation, attention, creativity, and motor development, while also contributing to sedentary behavior and difficulties in interpersonal relationships in adulthood. It is evident that traditional play continues to play a fundamental role in fostering autonomy, imagination, cooperation, and emotional intelligence, making it indispensable for a child's holistic development. The conclusion is that the challenge lies not in excluding technology from the world of childhood, but in promoting a balance between digital play and in-person play experiences, ensuring that technological resources are used consciously, critically, and educationally. Thus, mediation by families and schools is essential to maximize the benefits of technology and minimize its negative impacts throughout human development.