In today’s world, learning often happens in front of screens, at desks, or through endless streams of information. Children—and even adults—grow up with technology at their fingertips, which brings incredible opportunities but also challenges. Many professionals, parents, and creatives report feeling stressed, unfocused, or overwhelmed by the constant flow of information and multitasking pressures. For children, this can translate into difficulties concentrating, engaging, and connecting meaningfully with their environment and peers.

Recent research underscores these concerns. Clemente-Suárez et al. (2024) highlight that excessive digital device usage in childhood is associated with diminished attention spans, impaired social skills, and increased cognitive overload. While digital tools can enhance certain cognitive abilities, over-reliance on screens may hinder essential developmental processes.

Well-Being Photo-Walk By The Baltic Sea II Participants during a photo-art-activity - 2025, Espoo, Finland © Luiza Preda

Interestingly, the devices often blamed for distraction and cognitive overload can also become powerful tools for learning—if used intentionally. Instead of avoiding screens, we can integrate technology in meaningful ways that foster creativity, observation, and reflection. For example, children can use smartphones to explore their environment through photography: noticing textures, light, and perspective, or capturing moments that spark curiosity and dialogue.

Troseth (2021) found that toddlers who actively took photos developed stronger understanding of the relationship between images and real-life events, fostering symbolic thinking and cognitive development. Girela-Serrano et al. (2024) show that children perceive smartphones as valuable tools for creative expression, connecting with others, and exploring their surroundings. In this way, technology becomes not a source of stress, but a medium to enhance attention, presence, and active engagement. Ok, but how we do that?

Leskelä and Hall (2022) discuss the concept of "Wide Space" in learning, emphasizing environments where learners have the autonomy to influence how, when, where, and with whom they learn. This approach encourages both teachers and students to collaboratively manage the conditions that optimize learning experiences. The goal is to create "best learning moments" by fostering a mutual understanding of what supports effective learning for each individual. This approach is also used in Creative Harmony workshops and courses and it has been received very positively from more than 100 participants in the last two years.

Well-Being Photography for Emotional Intelligence supported by TiCAs (Tampere Intercultural Artists Association) - 2024, Tampere, Finland © Luiza Preda

Michelsson (2021) emphasizes dialogue as a key component for fostering equality, understanding, and collaboration. By creating opportunities for learners to share observations, discuss ideas, and reflect together, we nurture supportive and inclusive learning communities. Creative Harmony participants express usually special inclination for reflections and discussions during courses and workshops.

Participants co-creating at Well-Being Photo-Walk By The Baltic Sea I 2025, Espoo, Finland © Luiza Preda

Art-based techniques, including photography, are uniquely suited to support these principles. They engage learners physically, cognitively, and emotionally, helping to cultivate mindfulness, curiosity, empathy, and resilience. Unlike more conceptual forms of art, photography involves moving through space, noticing light, textures, and perspectives—creating a direct and embodied connection to the environment. These experiences provide a natural counterbalance to overstimulation, helping learners feel more grounded and focused.

Young Participant during an eco-art practice at the Well-Being Photo-Walk By The Baltic Sea I 2025, Espoo, Finland © Luiza Preda

In a fast-paced, screen-filled world, learning that is active, mindful, and creative offers a way to reconnect—with ourselves, with others, and with our environment. Whether through observing textures in nature, capturing moments with a camera, or simply exploring ideas in a supportive learning space, these experiences help learners of all ages develop focus, curiosity, and empathy. By thoughtfully integrating both technology and art-based practices, we can transform learning from a source of stress into an opportunity for engagement, reflection, and personal growth. Ultimately, the goal is not just to acquire only knowledge, but to cultivate presence, creativity, and resilience—qualities that allow learners to flourish in school, work, and life.

Photography Workshop with 3rd graders in HIAA art exhibition from Ressu International School - Merirasti Culture House, Helsinki, Finland © Luiza Preda

Learn more:

Clemente-Suárez, V. J., Navarro-Jiménez, E., & González, A. (2024). Digital device usage and childhood cognitive development: Exploring effects on cognitive abilities. Children, 11(1299). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11592547/pdf/children-11-01299.pdf

Leskelä, J., & Hall, S. (2022). Facilitating the wide space for learning! Teaching and Learning Centre, Tampere Universities. https://www.tuni.fi/tlc/facilitating-the-wide-space-for-learning-2/

Michelsson, R. (2021, May 31). How do dialogical competences support equality and equity in teaching and guidance? Elinikäisen ohjauksen verkkolehti, JAMK. https://verkkolehdet.jamk.fi/elo/2021/05/31/how-do-dialogical-competences-support-equality-and-equity/

Troseth, G. L. (2021). Toddlers learn more from people than from screens. Verywell Family. https://www.verywellfamily.com/what-do-toddlers-learn-from-screens-5206369

Girela-Serrano, M., et al. (2024). Smartphones through children's eyes: perceived benefits and drawbacks. Frontiers in Psychology. https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1596595/full

Art, Movement, and Dialogue: Activating Minds in Holistic Learning

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Why Art Matters in Youth Education