Stagnation of Critical Capacities in Childhood in the Digital Age: Between Screen Use, Displacement of Activities, and Educational Response

Abstract

This article examines recent studies on how technology is affecting children's critical capacities, particularly in contexts with high exposure to screens and artificial intelligence. Drawing from longitudinal research, systematic reviews, and conceptual essays, it shows that intensive use of digital devices correlates with less time spent on social play, shared reading, and activities that traditionally strengthen critical thinking, such as traditional games, deep reading, and practical projects at home and school. Methodologically, the work combines a narrative review of recent scientific literature (2019–2025) on child development, executive functions, screen use, and critical thinking with an interpretive analysis that integrates empirical findings and pedagogical proposals. The conclusions indicate that the technologized environment has favored the displacement of high cognitive-value activities, potentially resulting in relative stagnation of reasoning, self-regulation, and evidence-based decision-making skills in children. However, the article emphasizes that critical thinking is a modifiable skill, and educational institutions—through inquiry-based methodologies, guided discussion, and dialogic reading—and families—by promoting traditional play, shared reading, and critical use of AI—can mitigate this impact and reclaim spaces for deep thinking in childhood.