The impact of social media and smartphone use on the social and emotional learning of children aged 6–12
Impact of Social Media on Children's SEL
Keywords:
Social and Emotional Learning,, Smartphone and Social Media, Middle Childhood, Screen TimeAbstract
Purpose: This review aims to examine the effects of smartphone and social media use on the Social and Emotional Learning (SEL) competencies of children aged 6–12.
Design and methods: Based on Bronfenbrenner's Ecological Systems Theory and Bandura's Social Learning Theory, the literature was systematically reviewed; findings were synthesized within the framework of the five core competency areas of the CASEL model.
Results: Excessive and passive screen use negatively impacts the development of the prefrontal cortex and weakens self-awareness and self-management skills. While social comparison mechanisms lower self-esteem, the absence of non-verbal communication cues in the digital environment restricts empathy development. Cyberbullying, sleep disorders, and algorithmic guidance emerge as critical risk factors. Conversely, active and moderate use carried out under parental supervision contributes to the strengthening of prosocial skills and social bonds.
Conclusion: The factor determining the impact of technology on SEL is not screen time, but the quality of content, purpose of use, and parental mediation. The integration of digital literacy into the SEL curriculum is mandatory to create a holistic protective ecosystem.
Practice implications: Parents and educators should guide purposeful technology use and integrate digital literacy into SEL to support empathy and prosocial skills. Monitoring content and promoting active engagement can reduce risks and foster healthy social-emotional development.
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