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The General Data Protection Regulation (GDPR) places new obligations on businesses that collect and process data from children. It goes so far as to say that privacy notices should be presented in child-friendly and age appropriate formats. Fulfilling GDPR obligations will require designers to have a better understanding of how children understand privacy issues. This research aims to investigate children's understanding of privacy online. Thirty-two children from a UK primary school, aged between 8 years and 10 years old completed a survey to gauge their understanding of privacy. Eight different scenarios were presented to the children and they had to decide whether the information should be kept private or not and state the reason why. This work identifies that children do have an understanding of privacy, especially when related to online safety. However, children do not yet understand that their data has an inherent value, have misconceptions about data and what data should be protected. This highlights the challenges for designers of technology used by children to meet the GDPR obligations.

Children are spending more time online through the use of digital toys, games and the internet. These activities make children potentially vulnerable to security threats. This position paper puts forward an argument for and against creating a new research discipline in child-centered security, as a fusion of user-centered security and child computer interaction.Child-centered security, child-centred security, computer security, child computer interaction.

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