The Developmental, Brain, and Subconscious Effects of Subliminal Messages in Early Childhood
DOI:
https://doi.org/10.63556/ankad.v10i1.393Keywords:
early childhood education, cognitive development, media literacy, digital ethics, subliminal messagesAbstract
The rapid advancement of technology has fundamentally transformed how young children interact with media in early childhood. Television, digital games, and child-oriented digital platforms have come to occupy a prominent place in children’s everyday lives. These environments can influence children’s perceptual and behavioral patterns through implicit/subliminal messages that operate below the threshold of awareness. Subliminal messages are visual or auditory stimuli processed in the subconscious even if they are not consciously noticed. In early childhood, the limited ability to distinguish reality from fiction makes the impact of such messages developmentally critical. The article addresses the effects of subliminal messages on cognitive, emotional, and social development in a multidimensional manner. The theoretical framework is grounded in Piaget’s cognitive developmental approach, Vygotsky’s sociocultural theory, and Bandura’s social learning theory. From Piaget’s perspective, the incorporation of messages into schemas without critical filtering can lead to erroneous generalizations. According to Vygotsky, content consumed without adult guidance facilitates the internalization of messages without questioning. From Bandura’s standpoint, media characters are powerful models, and covert reinforcements can indirectly shape attitudes and behaviors. The literature indicates that screen time, content structure, and algorithmic steering may be associated with children’s self-regulation and socio-emotional skills. Neuroscientific findings suggest that unconscious stimuli can activate brain networks related to emotional processing and attentional regulation. On digital platforms, design elements such as color, tempo, repetition, and recommendation systems may increase the risks of steering and manipulation. The article discusses the limitations of digital content production and regulation within the framework of children’s rights and ethical principles. Consequently, it recommends strengthening media literacy, increasing parent/teacher guidance, and developing transparent and ethical digital regulations.
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