Family Dynamics in Digital Homes: The Role Played by Parental Mediation in Young Children’s Digital Practices Around 14 European Countries

Brito, Rita; Francisco, Rita; Dias, Patrícia; Stephane, Chaudron

doi:10.1007/s10591-017-9431-0

Cited by 48 publications

(47 citation statements)

References 28 publications

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“…Hal senada dinyatakan oleh Alamiyah et al (2019), bahwa pendampingan media oleh orang tua membantu anak mengembangkan keterampilan berpikir kritis dan memfasilitasi kebiasaan yang baik dan sehat dalam penggunaan media digital. Brito, Francisco, Dias & Chaudron (2017) menyatakan bahwa orangtua juga memiliki peran yang penting dalam terpaan dan penggunaan media pada anak berusia di bawah 8 tahun, yaitu sebagai teladan dan juga sebagai gatekeeper yang menyaring akses anak terhadap berbagai media dan konten.…”

Section: Pendahuluanunclassified

Pergeseran Model Pendampingan Penggunaan Media Digital oleh Orangtua pada Anak di Masa Pandemi COVID-19

et al. 2021

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As an effort to control and handle COVID-19, the government has issued a school from home (SFH) policy. This policy has forced children to stay at home and carry out learning using digital media. This situation has an impact on increasing the use of digital media and the involvement of parents in children's learning significantly. This study explores the use of digital media in children in Surabaya during the pandemic period and how parents can assist the use of these media. This research uses qualitative methods with in-depth interview techniques. Researchers distributed questionnaires about the use of digital media to 66 parents, and nine parents stated that they were willing to become informants. The results show that in addition to a significant increase in the time to use digital media during the pandemic, the pandemic has also changed the parental assistance and supervision of children. Before the pandemic, the assistance model was carried out more with technical restrictions, in the form of time restrictions, content access, application choices, and the number of data packages (restrictive mediation). However, during a pandemic, the mentoring model was carried out with active mediation through discussions and critical thinking, active together with devices, close surveillance, and monitoring on applications and post online activities (active mediation, co-using, supervision, monitoring). One of the pandemic's positive impacts is the opening of discussion spaces between parents and children, the opportunity to use gadgets together, and opportunities for children and parents to learn digital skills.

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Section: Pendahuluanunclassified

Pergeseran Model Pendampingan Penggunaan Media Digital oleh Orangtua pada Anak di Masa Pandemi COVID-19

et al. 2021

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“…Previous research on parental mediation of digital technologies has revealed that parents with positive perceptions and attitudes toward digital media are more likely to adopt participating and instructional parental mediation styles, acting as scaffolders for the development of digital (and other) skills in children, while parents with negative perceptions and views about digital media are more likely to monitor, restrict and limit the digital practices of children (Nikken & Jansz, ; Valcke, Bonte, Wener, & Rots, ). Also, research shows that perceptions and attitudes are intricate in experiences, as parents who have higher education, higher income, and who are intense and skilled users of digital media themselves are more likely to have positive views on children using digital technologies (Brito et al, ; Dias et al, ). In our research, we intend to explore to which extent the perceptions and attitudes of parents act as drivers or barriers to the adoption of smart toys.…”

Section: Are Perceptions Shaping the Domestication Of Smart Toys?mentioning

confidence: 99%

Young children, digital media and smart toys: How perceptions shape adoption and domestication

Brito¹,

Dias²,

Oliveira³

2018

Brit J Educational Tech

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Contemporary homes are filled with digital technologies, and children are exposed to them almost since birth, initiating their first digital experiences at very early ages (Chaudron et al., , Young children (0–8)). This trend is expected to become stronger, as our future has been envisioned around the concept of the IoT (Internet of Things), and the first smart toys are arriving at the homes of digitally savvy families. This study focuses on the digital practices of young children, looking particularly at smart toys, aiming to: a) explore how smart toys are being adopted by families, considering the perceptions of children and parents about drivers and barriers to adoption; and b) understand the domestication of smart toys. Our research is exploratory and builds on the theoretical framework, methodological protocols and ethical guidelines of the international projects “Young Children (0–8) and Digital Technologies” (Chaudron et al., , Chaudron et al., Young children (0–8); Dias and Brito, 2016, 2017, Crianças (0 a 8 anos)) and “Media and Social Discourses around Young Children and IoToys” (Mascheroni & Holloway, 2017). Our methodology is qualitative, based on visits to families including interviews with children and parents and participant observation. We selected a purposive sample of 21 medium‐ or high‐income and digitally savvy families in Portugal. Concerning drivers and barriers for adoption, most children identify several smart toys and express interest in having them. Parents are motivated by the amount of satisfaction that the toy will afford the children and the added‐value in terms of learning or developing skills. However, most parents prefer mechanical toys, sports or outdoors activities and the high price is an obstacle. Concerning domestication, smart toys are still scarce in homes and perceived as novelty, thus being in a very early stage of domestication.

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“…Bu durumda çocuklar ve gençler için riskler azalmakta, ancak bu tür bir yaklaşım, riskleri önlerken gelişim ve öğrenme olanaklarını da sınırlandırmaktadır. 30 Aile içi ilişkilerin ve ebeveyn çocuk ilişkisinin niteliği 31 ve ebeveynin genel olarak çocuk yetiştirme yaklaşımı 32 da dijital teknolojilerin çocuk tarafından kullanımında rol oynamaktadır. Çocukların kullanım süresi ve alışkanlıkları, ebeveynlerin bu araçları ne sıklıkta, ne kadar süre ve hangi içerikler ile kullandıklarından etkilenmektedir.…”

Section: Dijital çAğda çOcuğun Psikososyal Gelişimi Ve Eğitimi Açısından Ebeveynlikunclassified

Dijital Çağda Çocuk Yetiştirme ve Eğitim: Değişen Roller

Kaya¹

2021

İnsan Ve İnsan Dergisi

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Öz: Dijitalleşme günlük yaşamı her anlamda etkileyen bir süreç olarak çocuk ve gençlerin psikososyal gelişimi ve eğitimi açısından ebeveynler ve öğretmenlerin rolleri ve sorumluluklarında bir dönüşümü de beraberinde getirmektedir. Bu rol ve sorumlulukların dayandığı anlayış genç kuşağın dijital öğrenme ve gelişme olanaklarından maksimum düzeyde faydalanmalarını desteklerken; onların dijital risklerden korunmasını sağlamaktır. Çünkü gelinen noktada, dijital medya ve bu amaçla kullanılan teknolojik araçlar çocukların ve gençlerin yaşamalarının ayrılmaz bir parçası olmaya başlamıştır. Dijital okuryazarlığın önemine dikkat çekilerek, burada, dijitalleşme olgusunun çocuk ve gençlerin psikososyal gelişimi ve eğitimine yönelik dönüştürücü etkisi, yine dijital çağın getirisi olan öğrenme olanakları ve riskler açısından, ebeveynlerin ve öğretmenlerin değişen rollerine odaklanılarak tartışılmaktadır. Bu noktada ebeveyn ve öğretmenlerin bütüncül bir dijital okuryazarlık politikası kapsamında desteklenmesine yönelik ihtiyaç ifade edilmektedir.

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Family Dynamics in Digital Homes: The Role Played by Parental Mediation in Young Children’s Digital Practices Around 14 European Countries

Cited by 48 publications

References 28 publications

Pergeseran Model Pendampingan Penggunaan Media Digital oleh Orangtua pada Anak di Masa Pandemi COVID-19

Pergeseran Model Pendampingan Penggunaan Media Digital oleh Orangtua pada Anak di Masa Pandemi COVID-19

Young children, digital media and smart toys: How perceptions shape adoption and domestication

Dijital Çağda Çocuk Yetiştirme ve Eğitim: Değişen Roller

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