In an era where mobile devices have become an integral part of the details of our daily life, the smartphone is no longer just a means of communication, but has transformed into a whole world residing in the pockets of both adults and children alike. However, the real danger begins when these devices move from the hands of adults to the hands of children, becoming their constant companion, their hidden educator, and their behavior guide without us realizing it.
The features of childhood have changed in recent years; where once playgrounds, parks, books, and team games formed the world of children, now small screens occupy the larger space of their day. Children sit for long hours in front of the phone, switching between games, video clips, and social media platforms, without sufficient supervision or awareness of the psychological, educational, and health impacts that this entails.
One of these impacts is on health, where studies indicate that excessive use of mobile devices leads to vision impairment, neck and spine pain, sleep disturbances, and a decrease in physical activity, which raises the likelihood of obesity and developmental issues. The child who spends his time sitting in front of the screen is deprived of his natural rights to movement, play, and exploration.
On the psychological and behavioral level, the matter is no less dangerous. Excessive phone use contributes to increasing stress and irritability in children, and weakens their ability to concentrate and pay attention both inside and outside the classroom. It also leads to social isolation, as children prefer the virtual world over real interaction with their families and peers, thus diminishing their skills in dialogue, cooperation, and problem-solving.
Nor can we overlook the value and educational impact of what is displayed through these devices. Much of the digital content does not consider the specifics of our culture or the ages of our children, and contains scenes and behaviors that may cultivate violence, excessive consumption, or blind imitation, making children vulnerable to being influenced without possessing the ability to discern or critique.
The problem does not lie in the presence of the phone itself, but in the absence of educational controls for its use. Technology, if well utilized, can be a helpful educational tool, expanding children's horizons and developing their skills, but it turns into a silent danger when left unregulated or unmonitored.
From here arises the responsibility of the family first, then the school and the community. Parents are required to set clear rules for phone use, in terms of the number of hours, the type of applications, and the times of use, while providing attractive educational alternatives like reading, sports, and group activities. Moreover, dialoguing with children about what they watch and use is more important than mere prohibition, because education is based on persuasion not confiscation.
As for the school, it has an important educational role, by integrating digital culture into educational programs, guiding students towards safe and responsible use of technology, and developing their critical thinking skills instead of passive consumption of digital content.
In the end, our children are a trust in our necks, and protecting them from the grip of the screen does not mean isolating them from the age, but enabling them to live in it with awareness and balance. The phone must be a tool in the service of the child, not a master controlling his time, behavior, and future. If we do not act today to regulate this reality, we might find ourselves facing a generation that knows everything about the screen and nothing about life.
