{"id":166727,"date":"2026-05-04T09:39:17","date_gmt":"2026-05-04T07:39:17","guid":{"rendered":"https:\/\/cesie.org\/?p=166727"},"modified":"2026-05-04T09:58:24","modified_gmt":"2026-05-04T07:58:24","slug":"freemobi-digital-wellbeing-childhood","status":"publish","type":"post","link":"https:\/\/cesie.org\/en\/news\/freemobi-digital-wellbeing-childhood\/","title":{"rendered":"Digital technology in early childhood: opportunities and awareness"},"content":{"rendered":"\n

The use of smartphones<\/strong> among younger people has grown rapidly and steadily, becoming one of the main educational challenges for schools, families and communities. <\/strong>More and more people, from childhood onwards, are coming into contact with digital environments: a space that can offer stimulation, connections and opportunities, but which also requires the right tools to navigate it with awareness.<\/p>\n\n\n\n

This early exposure to digital technology is not a neutral phenomenon.<\/strong> On the one hand, it opens up significant opportunities: immediate access to information, the chance to express oneself, to create, and to engage with other contexts and realities. Without adequate support, there is a risk that the digital experience will be approached passively, guided more by external stimuli than by conscious choices. In everyday life, this translates into habits that are formed very early on and which can influence the way we learn, communicate and relate to others.<\/p>\n\n\n\n

For this reason, discussing digital environments also means examining the role of adults and educational settings;<\/strong> it is important to create opportunities for discussion and understanding of what children encounter online, and to encourage a more mindful use of these tools. It is in this balance between opportunity and responsibility that a fundamental part of contemporary educational pathways is played out.<\/p>\n\n\n\n

It is in this context that FreeMobi <\/a>was launched, an initiative aimed at promoting digital wellbeing and the balanced use of smartphones among children aged 6 to 12. <\/strong>The aim is to support the development of the fundamental skills needed to navigate the digital world safely, critically and consciously, by fostering an active dialogue between children, educators and parents.<\/p>\n\n\n\n

When smartphone use becomes excessive, the consequences can affect various aspects of daily life: from difficulty concentrating to academic performance, from sleep quality to interpersonal and emotional dynamics.<\/p>\n\n\n\n

At the same time, younger people do not always have the tools and skills needed to recognise and deal with complex situations such as cyberbullying, exposure to harmful content or misinformation. It is precisely in these moments of uncertainty that the need for more attentive and structured support becomes clear.<\/p>\n\n\n\n

FreeMobi addresses these needs through an innovative approach that combines digital literacy with social and emotional learning (SEL)<\/strong>, helping to foster a healthier relationship with technology. The focus is not only on technical skills, but also on the ability to understand one\u2019s own emotions and build digital resilience. In this way, the programme becomes a tangible opportunity to build more mindful and inclusive educational environments<\/strong>, where everyone can feel like an active participant. <\/p>\n\n\n\n

Through training activities, educational tools and awareness-raising initiatives, FreeMobi helps bridge the gap between the digital experiences of the younger generation and the ability of adults to guide them effectively<\/strong>, fostering a shared process based on listening, discussion and collaboration.<\/p>\n\n\n\n

FreeMobi strengthens the educational community and finds new ways to make the digital world a shared space in which to develop skills, relationships and new forms of participation.<\/p>\n\n\n\n

About FreeMobi<\/strong><\/h2>\n\n\n\n

FreeMobi<\/a> is a project funded by CERV Equality, Rights and Gender Equality \u2013 CHILD<\/p>\n\n\n\n

Partners<\/h2>\n\n\n\n