The Role of Digital Media in Supporting Children's Socio Emotional Development

Abstrak

Although the social emotional development of elementary school aged children (6
12 years) has long been recognized as a critical foundation for personality
maturation, empathy, and emotional regulation, most instructional approaches at the
primary level remain predominantly cognitive, often neglecting systematic
integration of the affective domain particularly in the context of digital media use.
Meanwhile, digital media penetration among young children continues to rise, yet
its application is frequently associated only with risks or entertainment, without
sufficient exploration of its potential as a meaningful tool for fostering social
emotional competencies. This article aims to examine how digital media such as
educational applications, interactive content, and project-based learning platforms
can be strategically designed and utilized to support children’s emotional regulation,
empathy, and social skills. Employing a literature review of recent studies (2019
2025), the research identifies that digital media grounded in developmentally
appropriate practices and infused with moral values can significantly enrich
children’s affective learning experiences. Findings highlight three key factors
determining effectiveness: (1) content quality and developmental relevance, (2)
active guidance from teachers and parents, and (3) integration within a holistic
learning ecosystem such as Indonesia’s Kurikulum Merdeka or based Islamic
education frameworks. The study concludes that digital media, when thoughtfully
implemented, can serve not merely as an auxiliary tool but as an integral component
of character development and emotional well being in the digital age.
Keywords: elementary school children, digital media, social emotional
development, technology enhanced learning