Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
This experimental study investigates the risks and developmental potential of digital educational technologies in early childhood play (ages 3 to 6). Using a comparative pre–post test design, it explores the cognitive, behavioral, and emotional outcomes of three play conditions: guided digital play, unguided digital play, and traditional analog play. A sample of 135 children was assessed using validated tools: NEPSY-II (Korkman, Kirk & Kemp, 2007) is used to evaluate executive functions, BASC-3 (Reynolds & Kamphaus, 2015) to assess behavioral regulation and socio-relational aspects, and SDQ (Goodman, 1997) to judge emotional and prosocial behaviors. Results indicate a significant improvement in executive functions and behavioral self-regulation in the guided digital group, whereas unguided digital play is associated with behavioral regression and reduced prosocial behavior. Traditional analogic play supports emotional stability and peer interaction, with moderate cognitive effects.
