Role of the family in the digitalization of childhood. Influence on academic performance.

digitalization of childhood, academic performance, parent-school relationship

The new generations, unlike the previous ones, have their first encounter with new technologies at an early age. However, there are many myths and realities about their influence on academic performance and the behavior of children who later become adolescents and university students. This article proposes an approach to these issues and how they are evidenced in Cuba. We intend to show the necessary parent-school relationship in the digitalization process of childhood and its future impact on student academic performance. To achieve this objective, observation methods and techniques such as interviews and surveys were applied to professors and university students from four Cuban universities. Different age groups were selected, and along with the survey and professors' criteria, the following conclusions were reached. The use of ICT from an early age can have a positive impact on students' academic performance. However, it depends on the number of hours and the type of material to which the child is exposed. The role of both the teacher and the family is of vital importance to provide controlled access to information. When arriving at school, the child shows what they have learned at home. The school, as an educational institution that will develop and enhance their abilities, cannot achieve its objectives without the support of parents. Consequently, the interrelationship between parents and the school is essential for the complete development of the child. Parents should not only transmit theoretical knowledge to the child but also work on the development of social and technological skills that are essential for their future professional life. The development of soft skills such as communication, teamwork, leadership, and problem-solving are key to the child's future career success.

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