Social Cognitive Dynamics and Interpersonal Interaction among Primary School Children in the Digital Era

Abstract

Digital technology shapes both learning and social experience during childhood, yet studies often examine cognitive outcomes separately from interpersonal functioning. This critical narrative review revisits a fixed corpus of 30 publications dated 2019–2026 to consider how digital activity, family mediation, educational context, and peer interaction are related to these two domains. A thematic comparison distinguishes observational associations, qualitative accounts, reviews, and educational interventions rather than treating them as equivalent causal evidence. The literature reports concerns involving attention, learning routines, emotional regulation, and face-to-face interaction; however, findings vary by context, use type, age, and study design. Positive educational uses and supportive parenting complicate an exclusively risk-based interpretation. The review proposes a contextual framework linking digital-use characteristics, adult mediation, learning engagement, and opportunities for social practice. Because the original source-selection audit trail and full bibliographic records are incomplete, the synthesis is non-exhaustive and should not be interpreted as a systematic review or proof of neurological harm. Its principal contribution is a cautious integration of cognitive and interpersonal evidence and a set of proportionate implications for families and schools.