Modern children grow up in the conditions of rapid digitalization, which leads to an increase in the amount of time spent in front of screens. At the same time, the risks of developing screen and media dependence are intensifying, affecting the child’s emotional, cognitive, and social development. The article examines the pedagogical and psychological foundations of non-violent regulation of children’s digital activity, based on dialogue, cooperation, and emotional support. The work analyzes research by Uzbek, Russian, and international scholars, as well as recommendations of international organizations aimed at creating a healthy digital environment. Special attention is given to the role of families and educators in preventing dependence, fostering self-regulation, and promoting conscious gadget use. The results confirm that gentle methods of regulating screen time contribute to the formation of a sustainable digital culture and support the harmonious development of the child.

Media dependence, digitalization, digital education, screen activity

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