Hands-Off Learning: Education's Shift to Screens and the Effect on Childhood Motor Skills

Abstract

The post-pandemic world has brought an increased reliance on screens, which has trickled into the American education system. This article explores how digital tools in classrooms, accelerated by COVID-19, have fundamentally reshaped modern curriculum and displaced traditional hands-on methods essential for developing children's primary motor skills. Drawing on studies conducted by the National Institute of Health and analyzing the potential addictive behaviors screens foster, the article incorporates the experiences of educators like Lynda DeCarlo, who faced challenges with New Jersey Public Schools' mandates for computer literacy in kindergarten classrooms. It examines the broader consequences of a technology-centric education system and its impact on early childhood development.