Reflections of an educational program aimed at promoting the development of verbal expression through the proper use of screens in children

Abstract

This reflective article addresses the impact of a pedagogical strategy aimed at fostering verbal expression through the appropriate use of screens in children. This reflection arises from the increasing incorporation of digital devices in early childhood and the need to promote balanced usage practices that do not replace experiences of interaction, play, and direct communication. Based on the analyzed references, it is recognized that early and prolonged screen exposure can be related to difficulties in various language skills, especially when it limits opportunities for verbal interaction. However, it is also evident that quality educational content, accompanied by adult guidance and used intentionally, can become a resource for promoting language development and expanding communicative opportunities. In this sense, it is proposed that the pedagogical use of screens should include defined time limits, appropriate content selection, and subsequent activities that promote conversation, narration, description, and the expression of ideas. Therefore, the proposed pedagogical strategy seeks to position the screen as a complementary resource within active educational experiences, where human interaction, play, and verbal expression maintain a central role in children's holistic development.