Digital Childhood: Balancing Screen Exposure and Cognitive Development in Early Learners
In contemporary education, the term “digital native” has shifted from a descriptive label to a developmental condition. Children are no longer introduced to screens; they are born into them. From interactive tablets in private middle school environments to...
Play as Pedagogy: Reconceptualising Unstructured Time as a Core Academic Strategy in Elementary Education
The positioning of play within formal education has long been characterised by conceptual ambiguity. “Unstructured time,” which has historically been marginalised in instructional design, is frequently presented as a developmental requirement rather than...
