Resursele digitale reprezint\u0103 acestea un aliat de \u00eencredere \u00een procesul de educa\u021bie timpurie sau un inamic ascuns \u00een dezvoltarea copiilor pe termen lung? Tr\u0103im \u00eentr-o er\u0103 \u00een care progresul tehnologic se realizeaz\u0103 constant, cu o vitez\u0103 accentuat\u0103, dezvolt\u00e2ndu-se de la gadget-uri tot mai avansate p\u00e2n\u0103 la instrumente digitale cu inteligen\u021b\u0103 artificial\u0103. Copiii de toate v\u00e2rstele, inclusiv cei cuprin\u0219i \u00eentre v\u00e2rstele de 3-6 ani, iau contact \u00eentr-o multitudine de situa\u021bii cu resurse digitale educa\u021bionale. Acest articol \u00ee\u0219i propune s\u0103 exploreze consecin\u021bele instrumentelor din mediul online asupra dezvolt\u0103rii \u0219i a \u00eenv\u0103\u021b\u0103rii pre\u0219colarilor. <\/p>\n
O resurs\u0103 digital\u0103 este definit\u0103 ca \u201eo surs\u0103 care necesit\u0103 acces la computer sau la orice produs electronic care furnizeaz\u0103 o colec\u021bie de date, fie c\u0103 este vorba de text care face referire la baze de date cu text integral, reviste electronice, colec\u021bii de imagini, alte produse multimedia bazate pe valori numerice, grafice sau temporale, cum ar fi un titlu disponibil care a fost publicat \u00een scopul comercializ\u0103rii<\/em>\u201d (Dukare, D.A., 2020, p.46). At\u00e2t acas\u0103, c\u00e2t \u0219i \u00een sala de grup\u0103, pre\u0219colarii pot avea acces la informa\u021bii digitale prin: prezent\u0103ri Power Point sau pe Youtube, platforme de realitate virtual\u0103, aplica\u021bii interactive de tip WhiteBoard sau Smart board, anima\u021bii educa\u021bionale, platforme de jocuri tip WordWall sau Classroom Zen, puzzle-uri online etc.<\/p>\n Ca aspect pozitiv, utilizarea instrumentelor din mediul online ofer\u0103 oportunit\u0103\u021bi excelente pentru dezvoltarea de succes a copiilor, at\u00e2t \u00een ceea ce prive\u0219te \u00eenv\u0103\u021barea, dar \u0219i g\u00e2ndirea. Adesina, O. J. (2013) sus\u021bine c\u0103 dovezi \u00een acest sens se g\u0103sesc \u00een dezvoltarea \u00een\u021belegerii spa\u021biale \u0219i matematice a copiilor atunci c\u00e2nd utilizeaz\u0103 mediile digitale pentru a manipula obiecte \u0219i forme \u00een spa\u021biu, iar rezultatele au ar\u0103tat \u00een plus c\u0103 mediile digitale bine concepute permit copiilor s\u0103 dob\u00e2ndeasc\u0103 o con\u0219tientizare \u0219i un control mai mare asupra propriei g\u00e2ndiri. Studiul realizat de Demeke, M.M. et al. (2022) a ar\u0103tat c\u0103 platformele de e-learning ar putea sprijini dezvoltarea limbajului prin expunerea copiilor la un vocabular nou \u0219i oportunit\u0103\u021bi de povestire. Totodat\u0103, prin intermediul mediilor digitale, \u201ecopiii din zonele urbane pot vizita cu u\u0219urin\u021b\u0103 locuri precum ferme de produse lactate sau livezi, precum \u0219i zone rurale\u201d (Adesina, O.J., 2013, p.2911).<\/p>\n \u00cen acela\u0219i timp, resursele educa\u021bionale digitale s-au dovedit benefice \u0219i la nivelul creativit\u0103\u021bii. \u201eInstrumentele digitale precum aplica\u021biile de desen, software-urile de crea\u021bie muzical\u0103 \u0219i jocurile educa\u021bionale ofer\u0103 copiilor oportunit\u0103\u021bi de a se exprima creativ. Aceste instrumente \u00eencurajeaz\u0103 g\u00e2ndirea imaginativ\u0103, rezolvarea de probleme \u0219i inova\u021bia\u201d (Demeke, M.M. et al., 2022, p.279). De asemenea, resursele educa\u021bionale online sunt mai eficiente \u00een dezvoltarea copiilor prin coordonarea \u0219i supravegherea atent\u0103 a activit\u0103\u021bilor de c\u0103tre cadre didactice sau de p\u0103rin\u021bi. Acestea asigur\u0103 o filtrare a informa\u021biilor necorespunz\u0103toare \u0219i eronate, dar \u0219i o accesibilizare a con\u021binutului educa\u021bional.<\/p>\n Totu\u0219i, o serie de studii s-au concentrat asupra efectelor negative aduse de resursele digitale asupra pre\u0219colarilor. Alferez, M. Et al. (2025) sus\u021bin c\u0103 exist\u0103 o rela\u021bie semnificativ\u0103 \u00eentre utilizarea dispozitivelor electronice \u0219i nivelurile de implicare \u00een r\u00e2ndul copiilor de gr\u0103dini\u021b\u0103, eviden\u021biind faptul c\u0103 timpul excesiv petrecut \u00een fa\u021ba ecranelor poate diminua aten\u021bia \u0219i implicarea copiilor de v\u00e2rste mici \u00een activit\u0103\u021bile de \u00eenv\u0103\u021bare. Mai exact, \u201es-a constatat o corela\u021bie negativ\u0103 slab\u0103 \u00eentre utilizarea de gadget-uri \u0219i implicare, indic\u00e2nd faptul c\u0103 expunerea mai mare la ecrane este asociat\u0103 cu niveluri mai sc\u0103zute de curiozitate, ini\u021biativ\u0103 \u0219i receptivitate\u201d(Alferez, M. Et al., 2025, p.36). Vigil (2019 apud Alferez, M. Et al., 2025) a constatat \u00een mod similar c\u0103 o expunere crescut\u0103 la ecrane \u00een r\u00e2ndul pre\u0219colarilor a fost semnificativ asociat\u0103 cu o aten\u021bie redus\u0103, ceea ce poate afecta preg\u0103tirea pentru \u0219coal\u0103 \u0219i participarea social\u0103.<\/p>\n Diril, P. \u0219i Karaka, H. (2025) sus\u021bin c\u0103 utilizarea intensiv\u0103 a ecranelor de c\u0103tre copii nu numai c\u0103 le afecteaz\u0103 negativ capacitatea de concentrare, dar are un impact direct \u0219i asupra proceselor de codificare \u0219i de reactualizare a informa\u021biilor, duc\u00e2nd la dificult\u0103\u021bi \u00een a face fa\u021b\u0103 diverselor provoc\u0103ri. De asemenea, copiii expu\u0219i la ecrane pentru perioade lungi de timp \u201epot experimenta o sc\u0103dere semnificativ\u0103 a capacit\u0103\u021bii de a stoca informa\u021bii at\u00e2t \u00een memoria pe termen scurt, c\u00e2t \u0219i cea pe termen lung, deoarece lucreaz\u0103 \u00eentr-un mediu plin de stimuli irelevan\u021bi\u201d(Diril, P. & Karaka, H., 2025, p.). \u00cen acela\u0219i timp, lumina albastr\u0103 emis\u0103 de ecrane interfereaz\u0103 cu produc\u021bia de melatonin\u0103, contribuind la perioade de somn mai scurte, oboseal\u0103 sporit\u0103 \u0219i func\u021bii cognitive mai slabe \u00een ziua urm\u0103toare (Cheers & Boydell; Werner-Seidler & Torok apud Gupta, V. et al., 2025).<\/p>\n Concluzii<\/strong><\/p>\n \u00cen concluzie, resursele digitale educa\u021bionale ofer\u0103 o serie de avantaje \u00een dezvoltarea \u0219i \u00eenv\u0103\u021barea pre\u0219colarilor \u00een diferite medii de lucru, dar \u0219i noi abilit\u0103\u021bi care sunt absolut esen\u021biale pentru a naviga \u00eentr-o er\u0103 dominat\u0103 de dispozitive electronice \u0219i de inteligen\u021b\u0103 artificial\u0103. Totu\u0219i, utilizarea excesiv\u0103 a resurselor online este asociat\u0103 cu reducerea gradului de aten\u021bie \u0219i a nivelului de concentrare, o capacitate mai redus\u0103 a memoriei, o sc\u0103dere a ciclului de somn \u0219i mai mult\u0103 oboseal\u0103. Astfel, modera\u021bia \u0219i folosirea unor surse de \u00eencredere \u00een ceea ce prive\u0219te instrumentele digitale, pot asigura o dezvoltare armonioas\u0103 a pre\u0219colarilor \u0219i o adaptare la mediul \u00een care tr\u0103iesc.<\/p>\n Bibliografie<\/strong><\/em><\/p>\n 1. Adesina, O.J. (2013).\u201e The Efficacy of Technology in Enhancing the Development and Learning of Children (0 \u2013 5 Years)\u201d \u00een International Journal of Business, Human and Social Sciences<\/em>; 7 (11), p. 2911-2914 ((PDF) The Efficacy Of Technology In Enhancing The Development And Learning Of Children (0 \u2013 5 Years)<\/a>, accesat la 08.08.2026). <\/p>\n","protected":false},"excerpt":{"rendered":" Resursele digitale reprezint\u0103 acestea un aliat de \u00eencredere \u00een procesul de educa\u021bie timpurie sau un inamic ascuns \u00een dezvoltarea copiilor pe termen lung? Tr\u0103im \u00eentr-o er\u0103 \u00een care progresul tehnologic se realizeaz\u0103 constant, cu o vitez\u0103 accentuat\u0103, dezvolt\u00e2ndu-se de la … Cite\u0219te continuarea
\n2. Alferez, M., Revalde, H., Opingo, K. M., Calansang,V. & Plando, D. (2025). \u201eEvaluating Effects of Electronic Gadgets on Learners\u2019 Attention and Focus\u201d \u00een Journal of Humanities and Social Sciences Studies<\/em>; p.30-37 (https:\/\/al-kindipublisher.com\/index.php\/jhsss\/article\/view\/10885<\/a> , accesat la 08.08.2026).
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\n4. Diril, P. & Karaka, H. (2025). \u201eThe Effect of Early Screen Exposure on Attention and Memory Development\u201d \u00een International Journal of Social Science, Humanity & Management Research;<\/em> 4 (12), p. 2320-2325 (The Effect of Early Screen Exposure on Attention and Memory Development<\/a>, accesat la 07.08.2026).
\n5. Dukare, D.A. (2020). \u201eConcept and types of digital resources, What are the benefits of consortia approach in collection development?\u201d \u00een IP Indian Journal of Library Science and Information Technology January-June<\/em>; 5(1), p.46-49 (http:\/\/doi.org\/10.18231\/j.ijlsit.2020.010<\/a>, accesat la 07.08.2026).
\n6. Gupta, V., Rakesh, P. L., Kataria, K, Jain, M. & Pujari, S. (2025). \u201eThe Impact of Excessive Technology use in Children on Long-term Attention and Focus\u201d \u00een Journal on Innovations in Teaching and Learning<\/em>; 4(1), p.86-94 (https:\/\/doi.org\/10.46632\/jitl\/4\/1\/10<\/a>, accesat la 07.08.2026).
\n7. Mih\u0103il\u0103-Popa, V. (2023). Early Childhood Development: The Influence of Digital Technology on Psychological Processes and Mechanisms. Journal of Digital Pedagogy, 2<\/em>(1) 25-37. Bucharest: Institute for Education.\u00a0https:\/\/doi.org\/10.61071\/JDP.2377<\/a><\/p>\n