<![CDATA[This study aims to analyze the transformation of social interactions among young children in digital learning through a literature review. Data were obtained from scientific articles indexed in Scopus, Google Scholar, SINTA, and Garuda from 2016 to 2025. The analysis was conducted through the stages of identification, selection, quality evaluation, and thematic synthesis of relevant literature. The findings indicate that digital learning influences young children’s social interactions through five key aspects: directed communication, collaboration and cooperative play, empathy and emotional regulation, the risk of passive screen exposure, and the roles of teachers and parents as social scaffolding. The results suggest that the impact of digital learning is not determined by the technology itself, but rather by the quality of instructional design, the interactivity of digital activities, and adult guidance. The uniqueness of this study lies in its multidimensional mapping of young children’s social interactions, encompassing interpersonal communication, collaboration, empathy, peer interactions, and social-emotional responses within the context of digital learning. This study underscores the importance of appropriate pedagogical design and guidance to support the social development of young children. ]]>
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