Conectados al Celular, Desconectados del Mundo
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Date
2025-11-18
Advisors
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Minuto de Dios – UNIMINUTO
Type
Monografía
Rights
Acceso Abierto - http://purl.org/coar/access_right/c_abf2
Abstract
En el contexto actual, el uso de teléfonos celulares se ha convertido en una práctica habitual entre niños en edad escolar, generando preocupación sobre su posible influencia en el
desarrollo social y emocional durante la infancia. Nuestra investigación tuvo como objetivo analizar, mediante una revisión documental, la relación entre el uso del celular y el desarrollo de habilidades sociales en niños de 8 a 11 años, centrándose en estudios previos realizados en contextos escolares similares en Colombia. Se adoptó un enfoque cualitativo, de tipo descriptivo y con un diseño documental, basado en el análisis de artículos científicos, libros, informes institucionales y teorías reconocidas. No se realizó trabajo de campo ni aplicación directa de instrumentos, ya que toda la información se obtuvo de fuentes secundarias. El análisis se sustentó en los aportes teóricos de Lev Vygotsky, Erik Erikson y Albert Bandura, cuyas teorías destacan la importancia de las interacciones sociales en el desarrollo emocional y conductual infantil. Los estudios revisados evidencian que el uso prolongado y en especial no supervisado de dispositivos móviles puede interferir en la adquisición de habilidades como la empatía, la comunicación asertiva y la resolución de conflictos. A partir de estos hallazgos, se plantearon recomendaciones dirigidas a las instituciones educativas para fomentar el uso responsable de la tecnología y fortalecer el desarrollo socioemocional de los estudiantes. Este trabajo contribuye a la comprensión crítica del fenómeno, ofreciendo insumos relevantes para el diseño de intervenciones escolares, en línea con los fines de formación integral establecidos por la Ley General de Educación en Colombia
Abstract In today's context, the use of mobile phones has become a common practice among school-aged children, raising concerns about its potential impact on social and emotional development during childhood. This study aimed to analyze, through a documentary review, the relationship between mobile phone use and the development of social skills in children aged 8 to 11, focusing on previous studies conducted in school settings similar to those in Colombia. A qualitative, descriptive approach was adopted, using a documentary design based on the analysis of scientific articles, books, institutional reports, and well-established theoretical frameworks. No fieldwork or direct application of instruments was conducted, as all information was obtained from secondary sources and academic literature. The analysis was grounded in the theoretical contributions of Lev Vygotsky, Erik Erikson, and Albert Bandura, whose theories emphasize the importance of social interactions in children's emotional and behavioral development. The reviewed studies indicate that prolonged and unsupervised use of mobile devices may interfere with the acquisition of key skills such as empathy, assertive communication, and conflict resolution. Based on these findings, recommendations were proposed to guide educational institutions in promoting responsible technology use and strengthening the socioemotional development of students. This work contributes to a critical understanding of the phenomenon and offers relevant insights for the design of school-based interventions, in line with the goals of comprehensive education established by Colombia’s General Education Law
Abstract In today's context, the use of mobile phones has become a common practice among school-aged children, raising concerns about its potential impact on social and emotional development during childhood. This study aimed to analyze, through a documentary review, the relationship between mobile phone use and the development of social skills in children aged 8 to 11, focusing on previous studies conducted in school settings similar to those in Colombia. A qualitative, descriptive approach was adopted, using a documentary design based on the analysis of scientific articles, books, institutional reports, and well-established theoretical frameworks. No fieldwork or direct application of instruments was conducted, as all information was obtained from secondary sources and academic literature. The analysis was grounded in the theoretical contributions of Lev Vygotsky, Erik Erikson, and Albert Bandura, whose theories emphasize the importance of social interactions in children's emotional and behavioral development. The reviewed studies indicate that prolonged and unsupervised use of mobile devices may interfere with the acquisition of key skills such as empathy, assertive communication, and conflict resolution. Based on these findings, recommendations were proposed to guide educational institutions in promoting responsible technology use and strengthening the socioemotional development of students. This work contributes to a critical understanding of the phenomenon and offers relevant insights for the design of school-based interventions, in line with the goals of comprehensive education established by Colombia’s General Education Law
Description
Analizar las evidencias preexistentes en la literatura científica sobre la relación entre el uso del celular y el desarrollo de habilidades sociales y aislamiento social en escolares de educación primaria.
Keywords
Habilidades sociales, Dispositivos moviles, Infancias, Desarrollo socioemocional, Educación