The influence of early use of technological innovation in learning and independence/dependence of children is focused on positive and negative impact in teaching and developing of their independence. We analyzed the responses obtained from 200 parents from 5 primary schools and three preschools in the city of Novi Sad, Serbia. With the method of focus groups, it
was analyzed impact of early use of technological innovations adjusted to children, their autonomy in performing everyday schools and after-school activities. Analyzes shows that the perception of the real picture of the situation of independence can be obtained very quickly after the first use of technological innovation. Regardless of the developmental age of the children, recognizes the distinct coordination of small hand movements, the motivation to win, a high level of concentration and focus of attention. Severe progressiveness, in terms of education, reflected to the children in higher grades possessing advanced knowledge in relation to their peers, which is in direct correlation with the early use of of technological innovation in independent study. On the other hand, looks at the "lack" of motivation for mastering the skills important to reflect the independence of children to a certain age, such as binding of shoelaces, wear, loosening the cap, using a pencil, ball handling, storage bags for the school, editing workspace, purchase and etc. Based on these results it is concluded that there is so-called "conflict of interest among parents" when it comes to the use of of technological innovation of children in early calendar age period, because it borders on the traditional system of values that do not follow the interests and needs of children. On the other hand, parents perceived advantages associated with technological innovation, and are directly related to: independence, self-confidence and self-creation of time.