5,364 research outputs found
Children and The Internet in Ireland: Research and Policy Perspectives
For good or ill, the internet is now very much part of childrenâs lifestyles today. Indeed, it is hardly possible to approach contemporary childhood â its possibilities and its risks â without understanding the degree to which information and communications technologies (ICTs) are embedded in every aspect of young peopleâs lives. For policy makers, the fast pace of change in the technology sector represents an additional challenge and effective interventions to protect children as well as promote positive opportunities sometimes struggle to keep up an environment that continues to evolve rapidly. There is also a tension between some of the competing responses that childrenâs use of the internet evokes: whether children are viewed as âdigital nativesâ or as helpless victims of online threats, there is a difficult balancing act between promoting use of the internet as something positive and beneficial for young peopleâs futures, whilst seeking to minimize risks they may encounter in an environment that is difficult to regulate
Growing up Online: Some Myths and Facts About Children\u27s Digital Lives in Ireland Today
Digital technologies and the widespread adoption of the internet have given rise to an unprecedented social transformation that is having a profound impact on childhood today. While debate continues on the precise nature of its effects and the extent to which we can refer to a distinctly different âdigitalâ generation, there is growing consensus that the centrality of new modes of sociality and new ways of communicating online in childrenâs lives today are shaping new contours of risk and of opportunity. This paper examines some of the myths and the facts about children\u27s use of the internet in Ireland today as revealed in the EU Kids Online survey of childrenâs use of the internet across Europe. It also explores ideas of media ecology and how they may help us understand the opportunities, challenges and risks of growing up in today\u27s digital environment. Does the concept of media education that evolved in the era of Telstar have the same relevance for the children of Facebook? What are the implications for policy makers today and how can we ensure that the information society remains an inclusive and positive phenomenon in the lives of children
Parent-child interactions: what is the role of smartphones?
Background
The importance of parent-child attachment in supporting child wellbeing and development has been well-documented in the literature. However, modern technologies may act as a barrier to parent-child interactions. Currently, literature suggests many parents identify decreased feelings of social connectedness and lower levels of attention quality when using their smartphones while caring for children. However, no research to date has explored childrenâs perspectives of parental smartphone use.
Aims
This research explored the perceived impact of parental smartphone use on children, by gathering both childrenâs and parentsâ perspectives. Two principal research questions identified were:
1. How do children perceive parental smartphone use?
2. What are parentsâ experiences of using smartphones when caring for children?
Methods
Childrenâs perspectives were elicited using a Short Story Methodology, with children asked to complete one of three story variations. Parental perspectives were gathered using an online questionnaire, consisting of both open and closed ended questions. Closed ended questions were taken from the Distraction in Social Relations and Use of Parent Technology (DISRUPT) scale (McDaniel, 2016), while open-ended questions asked parents about their experiences of their smartphone use when spending time with children. Descriptive analyses were performed on the quantitative data, while the qualitative data was analysed using thematic analysis.
Results
Children identified negative emotional responses in relation to the disrupted parent child interactions. Children also discussed negotiations that occur with caregivers when
interactions are disrupted. Parents identified a number of ways in which smartphones intrude
on family life, as well as external pressures and personal factors which cause them to engage
in smartphone use.
Conclusions
Exploring the impact parental screen time has on children may provide valuable insights when examining the ecological factors that may be influencing child development. For educational psychologists, these factors are important to consider when supporting children and their families.N
Play and Technology:a Study Of ICTs In Play Activities Of Irish Children (4-8 and 8-12)
Defined in the Irelandâs national play policy as âfreely chosen, personally directed, intrinsically motivated behaviour that actively engages the childâ (NCO, 2004, p.10), play now more often than not is a technologically-mediated activity. This paper focuses on the role of technology in play and explores the impact of technological change on childrenâs play activities. Drawing on our study commissioned by Irelandâs National Childrenâs Office, we present a detailed exploration of the play activities of Irish children, identifying the range of technologies accessed by children and how they are used in their daily play patterns. The project provided children with an opportunity to express their views and the research presents childrenâs perspectives on the meanings, interpretations and value placed on technology-based play. We also document the views of parents and teachers on the opportunities and dangers involved. Research findings evaluate the extent of the penetration of technology into childrenâs lives and look at the wider implications for physiological and behavioural development, education and lifestyle. These draft research findings offer valuable comparative data with which to identify the most important issues for future research and greatly complement existing research within this underdeveloped field
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Evaluating implementation of the WHO set of recommendations on the marketing of foods and non-alcoholic beverages to children: Progress, challenges and guidance for next steps in the WHO European Region
This paper describes the status of the implementation of the WHO Set of Recommendations on the Marketing of Foods and Non-alcoholic Beverages to Children (2010). The Set of Recommendations, adopted by the World Health Assembly, urges Member States to reduce the impact on children of the marketing of energy-dense, highly processed foods and beverages that are high in saturated fats, trans fats, free sugars and/or salt (HFSS). A growing body of independent monitoring and research indicates that existing policies and regulations are markedly insufficient to address the continuing challenges in this field. This report identifies loopholes, ongoing challenges, and factors that Member States need to consider to effectively limit the harmful impact that HFSS food marketing has on children, their health and their rights.
Policies and regulations tend to use narrow definitions and criteria (they frequently apply to pre-digital media only, to younger children and not to adolescents, and to âchild-directedâ media, rather than those with the greatest child audiences), and they almost never address the complex challenges of crossborder marketing. This situation can be explained, in part, by the strong scrutiny and opposition that countries have faced from parts of the private sector, and by weak self-regulatory schemes. As a result, and in order to ensure that States uphold their legal obligations to protect the childâs right to health and related rights, the World Health Assembly requested that WHO provides additional technical support to Member States in implementing the Set of Recommendations. This report identifies challenges States need to address
Improving Childrenâs Wellbeing through Media Literacy Education: an Irish Study
This study reports the findings from a pilot RCT, which determined the effect of 4 lessons of a media literacy intervention on childrenâs wellbeing. Data was collected from children aged 8-11 in 7 primary schools in Ireland (nPaired data=324). On average teachers in the treatment group delivered 150 minutes of a newly launched media literacy intervention. By means of a pen and paper based questionnaire, changes in childrenâs wellbeing were recorded. The impact of covariates of gender and screen consumption on childrenâs wellbeing was also explored. Findings indicate scope to improve childrenâs wellbeing. The study determines that 4 media literacy lessons, delivered as a component of the wellbeing curriculum, had a statistically significant positive effect on childrenâs wellbeing. Girls are reporting higher levels of wellbeing and screen consumption was found to be negatively correlated with wellbeing. Experimental studies on the impact of media literacy lessons on childrenâs wellbeing are sparse. The findings demonstrate the positive contribution media literacy lessons can make to primary curriculum, and add to the body of research that advocates for compulsory media literacy teachings in primary curriculum
My feed does not define me: the role of social networking site usage in adolescent self-concept
Introduction: Adolescence is a critical period of self-concept development. However, with the prevalence of social networking site use amongst this age group, this development is now occurring in a completely different context when compared to previous generations.
Aims: This study aimed to investigate 1) the intensity of adolescent social networking site use, 2) discrepancies between adolescent and parent estimations of their social networking site intensity and their actual social networking site usage, 3) the relationship between social networking site usage and adolescent self-concept and 4) whether this relationship is mediated by adolescentsâ social comparison tendencies.
Methods: A cross-sectional sample of adolescents (N = 86, Mage = 16.8) and their parents completed a web-based questionnaire composed of reliable and validated measures including the Social Networking Intensity Scale and the Self-Perception Profile for Adolescents. Participants also recorded their social networking site usage for one week using a recording application installed on their device.
Results: Data analyses included descriptive statistics, a Hierarchical Multiple Regression and a One-Way Analysis of Variance. Results showed that participants spent an average of 1 hour and 35 minutes on social networking sites per day. The most popular sites amongst participants were Instagram, Snapchat and WhatsApp and the most common uses included talking with friends and family, finding entertaining content and feeling involved with what is going on with others. A significant difference was found between self and parent-reported social networking site usage and actual social networking site usage. Time spent on social networking sites or social networking site intensity did not predict adolescentsâ general self-concept.
Discussion: The results of this study did not provide evidence as to an association between social networking site intensity and adolescent self-concept. Results, implications and limitations are discussed in relation to previous literature and theory, educational psychology practice and policy.N
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