Digital technology in early education: Cognitive, physical, and psychosocial impacts on children in Lebanon

This study examines the integration of digital technology in early education, focusing on its cognitive, physical, and psychosocial impacts on children in governmental schools in Lebanon. Through a mixed-methods approach guided by sociocultural and ecological systems theories, the research investigates the benefits and challenges of technology use in early childhood settings within a specific cultural context that has been under-represented in the literature. Findings reveal that moderate technology use (1-2 hours daily) enhances problem-solving and creativity but may negatively impact attention span and physical health. The study proposes evidence-based recommendations for educators, policy-makers, and parents to optimise technology use while safeguarding children’s holistic development. These guidelines emphasise the importance of active engagement, digital literacy, personalised learning experiences, and ongoing assessment of technology integration strategies within resource-constrained educational environments.