<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1989-709X</journal-id>
<journal-title><![CDATA[Psychology, Society & Education]]></journal-title>
<abbrev-journal-title><![CDATA[Psychology, Society & Education]]></abbrev-journal-title>
<issn>1989-709X</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Córdoba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1989-709X2023000300001</article-id>
<article-id pub-id-type="doi">10.21071/psye.v15i3.160103</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de los dispositivos móviles en la infancia: oportunidades y peligros]]></article-title>
<article-title xml:lang="en"><![CDATA[Use of mobile devices in the childhood: opportunities and risks]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Sanmamed]]></surname>
<given-names><![CDATA[Mercedes]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Losada-Puente]]></surname>
<given-names><![CDATA[Luisa]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rebollo-Quintela]]></surname>
<given-names><![CDATA[Nuria]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Machado]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de A Coruña  ]]></institution>
<addr-line><![CDATA[A Coruña ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<numero>3</numero>
<fpage>1</fpage>
<lpage>9</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1989-709X2023000300001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1989-709X2023000300001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1989-709X2023000300001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El análisis de los efectos del uso de dispositivos tecnológicos en la infancia suscita especial interés científico y social. La responsabilidad otorgada a las familias en la educación digital de la infancia hace imprescindible contar con sus percepciones para comprender este fenómeno. Se realizó una investigación cuantitativa, a través de la técnica de encuesta, en la que se indagó en la percepción de las familias acerca del uso que sus hijas e hijos realizaban de dispositivos móviles. Se aplicó un cuestionario compuesto por 15 ítems (escala Likert 5 puntos) sobre los beneficios y riesgos del uso de estos dispositivos. Participaron 241 familias (73.4% madres), con hijos/as de 3 a 8 años (51.7% niñas) escolarizados en Educación Infantil y Primaria. Los resultados mostraron una valoración más elevada de los riesgos, destacando el acceso a contenido inapropiado. La utilidad educativa y el entretenimiento fueron los beneficios más valorados. El nivel de preocupación fue mayor en familias con hijos/as en Educación Infantil. La edad de los progenitores correlacionó negativamente con la valoración de los beneficios para el control parental y su utilidad educativa, y la edad de los/as hijos/as positivamente con la preocupación por el aislamiento familiar y social. Hubo diferencias en función del tiempo de conexión y del empleo de mecanismos de control parental. Finalmente, se apunta la necesidad de tomar medidas preventivas de educación digital escolar y familiar que permitan optimizar los beneficios del uso de dispositivos y reducir los riesgos asociados a su uso desde edades tempranas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract There is a great scientific and social interest in analyzing the effects of the use of technological devices in childhood. The responsibility given to families in children digital education makes it essential to rely on their perceptions to understand this issue. Survey-based quantitative research was carried out to investigate families' perception on their children's use of mobile devices. A 15-item questionnaire (5-point Likert scale) was administered to inquire about the benefits and risks of devices use. A total of 241 families (73.4% mothers) with children aged 3 to 8 years (51.7% girls) attending Early Childhood and Primary Education participated. The results showed a higher appraisal of the risks, with access to inappropriate content standing out. Educational usefulness and entertainment were the most valued benefits. There was greater concern in families with children in Early Childhood Education. Parents' age correlated negatively with the appraisal of the benefits for parental control and educational usefulness, and children's age positively with concern about family and social isolation. Differences in terms of time spent online and the use of parental control mechanisms were found. Lastly, it points out the need to take preventive measures at school and at household level to optimize the benefits of the use of technology devices and reduce the risk associated with their use from an early age.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Niños/as]]></kwd>
<kwd lng="es"><![CDATA[Rol familiar]]></kwd>
<kwd lng="es"><![CDATA[Tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización digital]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
<kwd lng="en"><![CDATA[Family role]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="en"><![CDATA[Digital literacy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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