In recent decades, rapid technological advancement has transformed early childhood environments, introducing digital devices as a central component of daily life. While moderate and guided use of technology can support learning, excessive and unguided screen exposure has been increasingly associated with developmental and behavioral concerns in young children. One emerging phenomenon is “virtual autism,” a term used to describe autism-like symptoms observed in children exposed to prolonged screen time during critical developmental periods. In parallel, behavioral disorders such as attention deficit, emotional dysregulation, aggression, and social withdrawal have also been linked to excessive digital engagement. This review article examines the concept of virtual autism and its relationship with behavioral disorders in preschoolers. It explores theoretical foundations, neurodevelopmental mechanisms, clinical features, diagnostic challenges, psychosocial implications, preventive strategies, and therapeutic interventions. By synthesizing current evidence, this article aims to guide healthcare professionals, educators, and policymakers in developing effective approaches to promote healthy digital habits and support early childhood development.