A Comparison of Parenting Strategies in a Digital Environment: A Systematic Literature Review

Multimodal Technologies and Interaction, Год журнала: 2024, Номер 8(4), С. 32 - 32

Опубликована: Апрель 12, 2024

In the modern digital landscape, parental involvement in shaping children’s internet usage has gained unprecedented importance. This research delves into evolving trends of mediation concerning activities. As realm increasingly influences young lives, role parents guiding and safeguarding their online experiences becomes crucial. The study addresses key questions to explore strategies adopt, content they restrict, rules establish, potential exposure inappropriate content, impact parents’ computer literacy on safety. Additionally, includes a thematic question that broadens analysis by incorporating insights from studies not directly answering primary but contributing valuable context understanding parenting arena. Building this, findings systematic literature review, conducted accordance with Preferred Reporting Items for Systematic Reviews Meta-Analyses (PRISMA) guidelines, highlight shift towards more proactive involvement. Incorporating 49 11 databases, these reveal current methodologies mediation. Active strategies, which involve positive interactions discussions about are gaining recognition alongside prevalent restrictive approaches. Parents proactively forbidding specific emphasizing safety privacy concerns. Moreover, emergence as significant factor influencing underlines importance proficiency. By shedding light contemporary landscape mediation, this contributes deeper how navigate challenges face ensuring responsible secure engagement. implications offer both practitioners researchers, need active enhancing Despite limitations due language methodological heterogeneity among included studies, paves way future investigations practices.

Язык: Английский

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Educational Research and Innovation

Educational research and innovation, Год журнала: 2009, Номер unknown

Опубликована: Ноя. 10, 2009

The nature of childhood and how we view children has changed tremendously in the 21st century.Cultural shifts, global mega trends technological developments have shifted what looks like types roles can do take modern societies.Children are no longer seen as passive beings need protection future citizens, but rather citizens today.They increasingly autonomous agents change who play important shaping current democracies.These changes beg question: does child empowerment mean today implications for OECD education systems well-being?The authors this report seek to answer question by exploring changing childhood, delving into some potential facilitators or barriers empowerment.They propose a definition empowerment, suggesting that empowered opportunity ability act on issues relevant them, learn making mistakes, key contributors democracy.This at various ways which support empowerment.This ranges from providing them with civic skills knowledge effectively participate democracy, supporting their social, emotional physical well-being, reducing inequalities threaten vulnerable marginalised groups.It children's lives, including they interact media digital environment, be used identity development, well-being self-expression new ways.By presenting state art literature, outlining examples promising policy practice countries, volume provides guidance insights work together range actors while helping realise rights.Child is recognised goal priority governments around OECD.Many countries taken effective steps realising goal.However still far go ensuring all future.WHAT DOES CHILD EMPOWERMENT MEAN TODAY?© 2024 Executive summaryEmpowering active participants society emerged critical aim agendas across OECD.Yet, achieving simple.Set against backdrop way understands role child, well opportunities challenges posed publication delves meaning explores its systems.By defining concepts examining valuable empowering children, amidst declining activity, increased stress anxiety, COVID-19, landscape persistent inequalities.This takes stock these broad themes often repeated rarely articulated call empower children.This centres it's analysis three core opportunities. Enhanced well-beingGood things happen when them.Child enhances self-esteem leadership skills, nurturing competent, confident members society.When done authentic crafting school policies practices, tend better suited contribute positively climates social cohesion. Better makingChild an essential educational within though it lacks clear implementation strategies.Giving greater empowers actively decisions contributing unique perspectives.Actively participating decision-making processes both age-appropriate supports personal development ensures societal practices reflect needs perspectives. 9WHAT Current conditions may hindering empowermentEmpowering only possible if makers directly, effectively, tackle number challenges.This requires more attention paid establishing sufficient baseline such health, literacy, access necessary resources.At present, activity levels among insufficient many experience increasing loneliness feelings anxiety.The environment offers wide arenas yet engagement activism, debate peer communities remains modest minority engaging behaviours.Part could related lack literacy distinguish fact opinion.This skill gap crucial because influences confidence content critically, make informed decisions, fundamental aspect empowerment.While platforms powerful tools engagement, not fully harnessed.Moreover, poorer regions lower socio-economic backgrounds face significant accessing also leveraging (often limited) seize managing risks harm. Addressing cultural systemic changeOECD been working hard years wealth research, interventions exists help, documented publication.However, navigating multifaceted shift mindsets those systems, perform children.Shifting responsibilities days than protection, met apprehension adults.Including stakeholders rethink might traditionally order avoid common pitfalls tokenism, manipulation, decoration simply recreating adult structures trying fit structures.Adapting societies schools engage stakeholders, ensure equitable representation, particularly disadvantaged groups, requiring uphold rights safety resource-intensive.It buy-in challenging get right.Structural schools, high staff turnover terms teachers leadership, further complicate goals children.Being educator easy task, high-quality professional opportunities.Greater systematic partnerships external help lighten load, instance provision consistent mental health support.Yet, between left up individual institutions.Schools require dedicated, system-wide mechanisms partnerships.Lastly, inequalities, influenced geographical factors, remain barrier, necessitating focused research equity inclusion comprehensive approach must transform emphasise address disparities, enhance support, expand efforts, thereby creating ecosystem where every thrive our shared future.Education part co-ordinated, whole-of-society promote inside out classroom.This means government meaningfully participation.This necessitates establishment (or strengthening) legislative frameworks, strategies evaluation mandate government.WHAT 2024Empowering exercise agency carefully balancing protect unacceptably risk allowing management strategies.This balance constantly shifting, over course gradually acquire independence autonomy caregivers.An optimal enables older develop healthy sense self-reliance freedom well, family, friends community harm too high.Crucially, source come others exercising agency.As Gottschalk Borhan (2023[4]) remind us, critique use term agency, due assumption much literature inherently positive problematic open manipulation.Sometimes different forms odds each other.Encouraging involvement parents countries.Additionally, leaders positioned actors.But, Burns (2020[3]) ask, whose voice counts views aligned?Having thought out, innovative collaborative models bring parents, communities, themselves most presented century, fullest, flourish change.WHAT Box 1.2. What mobilisation?Over past two decades diverse body understand increase evidence through intentional process known mobilisation.It evidence-informed contributes decision learning.Crucially, mobilisation about just disseminating findings via accessible communication channels.Although important, there now substantive showing fostering interaction building relationships people organisations, incentivising activating parts system evidence, required (OECD, 2022[9]).Social tool making.When deliberately structured, interactions colleagues organisations integrate activities stimulate learning.They block culture 2023[10]).A strong one it.This agreement questions mutual understanding, attitudes, dedicated time space individuals (Langer, Tripney Gough, 2016[11]).WHAT This chapter nature.It today, recognising holders acknowledging exercise.Childhood conceptualisations dynamic, broader shifts.With advancement dialogues, being included processes.This outlines affect participate.

Язык: Английский

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Cultural Heritage for Sustainable Education Amidst Digitalisation

Sustainability, Год журнала: 2024, Номер 16(4), С. 1540 - 1540

Опубликована: Фев. 11, 2024

The integration of cultural heritage in education facilitates critical thinking, experiential learning, cross-cultural collaborative learning and ultimately, quality experiences. This process is further enhanced by the increasing adoption digital technology, which makes more accessible. However, some countries European Union have low literacy a high student dropout rate. Also, use declining as young learners are becoming increasingly unaware their identity. Within this framework, study mixed methods (questionnaires interviews) was conducted three to examine competencies among learners. results paper reveal how increases learners’ resilience promoting competences for transformation, turn enhances engagement with heritage. Drawing on our findings, proposes new innovative hybrid model within framework sustainable (SE).

Язык: Английский

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‘Of Gaming and Other Demons’: Defining Children and Young People’s Meaningful Leisure Activities in the Digital Era

Springer eBooks, Год журнала: 2024, Номер unknown, С. 281 - 319

Опубликована: Янв. 1, 2024

Язык: Английский

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Understanding the gender divide in digital literacy in four European countries: A comprehensive decomposition analysis using unconditional quantile regression

Computers & Education, Год журнала: 2025, Номер unknown, С. 105264 - 105264

Опубликована: Фев. 1, 2025

Язык: Английский

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Locked among inequalities: A study of children’s digital experiences and digital divide during the COVID-19 pandemic

New Media & Society, Год журнала: 2025, Номер unknown

Опубликована: Март 12, 2025

This article examines children’s digital experiences during the COVID-19 pandemic as a specific aspect of divide. Utilizing survey 2004 English parents aged 20–55 years, study explores how various factors – including household living conditions, parents’ sociodemographic status and sociotechnical variables such usage frequency intensity, expenditure on technology skills affected different dimensions lockdown. These include academic performance, connectivity issues, social interaction, feelings isolation, problematic use support. The findings reveal distinct age-related trends, with older children more frequently engaging in online socialization. In addition, highlights correlation between favourable socioeconomic conditions improved for children.

Язык: Английский

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Talking About Digital Responsibility: Children’s and Young People’s Voices

Springer eBooks, Год журнала: 2024, Номер unknown, С. 379 - 431

Опубликована: Янв. 1, 2024

Язык: Английский

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Digital learning in pandemic times: assessing academic readiness among refugee children in Malaysia

Early Child Development and Care, Год журнала: 2024, Номер unknown, С. 1 - 17

Опубликована: Апрель 2, 2024

The COVID-19 pandemic led to a swift transition remote learning, impacting Early Childhood Education (ECE), especially for refugee children in low- and middle-income countries such as Malaysia. This study, conducted from March 2021 2022, examined the digital aspects of ECE, including resources, instructions, home learning environments, their impact on academic readiness Assessments 1,051 aged 4–6 years using International Development Learning Assessment (IDELA) were conducted, along with parent teacher data. study identified three profiles: Struggling (14%), Emerging (33%), Mastering (53%). Findings indicate that children's socioemotional skills, maternal age, environment serve protective factors against poor educational outcomes, regardless parents' levels. Synchronous hybrid models particularly effective, contrast asynchronous learning. As first large-scale investigation its kind, it provides crucial insights into child development during crises, laying groundwork evidence-based interventions policymaking context global health emergencies.

Язык: Английский

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How Can We Understand the Everyday Digital Lives of Children and Young People?

Springer eBooks, Год журнала: 2024, Номер unknown, С. 3 - 26

Опубликована: Янв. 1, 2024

Язык: Английский

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Digitally Disengaged and Digitally Unconfident Children in Europe

Springer eBooks, Год журнала: 2024, Номер unknown, С. 27 - 55

Опубликована: Янв. 1, 2024

Язык: Английский

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