The impact of digital technologies on the development of preschool children

The increasing density of the digital environment, now encompassing ever-younger age groups, generates qualitatively new challenges within the context of early childhood development. In a reality where children are immersed in media flows from an early age, it becomes essential to examine not only the potential of digital technologies but also their latent risks. Contemporary pedagogical practice reveals a series of contradictions: on the one hand, the benefits of interactive educational platforms are widely proclaimed; on the other, growing concerns are voiced about declining sensorimotor engagement, reduced communicative competencies, and a weakening of in-depth cognitive processing. Scholarly discourse lacks a unified stance on the balance between screen-based and offline practices, hindering the formulation of sustainable educational strategies. The aim of this study is to identify specific risks and developmental resources associated with digital tools, as well as to articulate pedagogically sound recommendations for their integration into preschool settings. The article substantiates the need for a multi-tiered approach - ranging from the selection of high-quality content to the implementation of institutional support mechanisms for educators and parents. The presented analysis will be of interest to professionals in early childhood education, digital pedagogy, child psychology, educational platform developers, and policy-makers in the field of education.