Exploring young children’s understanding of risks associated with Internet usage and their concepts of management strategies

Abstract

The Internet provides remarkable opportunities for children’s learning and development. Nevertheless, it is unregulated and hard to control, which potentially places children at risk of exploitation. This study examined five—eight-year-old children’s understanding of dangers associated with the Internet, management strategies and sources of their understanding. Children in small groups answered questions relating to what they consider dangerous interactions or materials connected with the Internet, management strategies they would employ if confronted with these, and who taught them what they knew. Many children reported prior negative experiences on the Internet. Although they identified several risk categories, when presented with potentially dangerous Internet interactions almost half were not able to identify the associated risks. Most children identified appropriate management strategies; however, it was evident that children could not safely employ these because they were unable to recognize potential dangers. Just under half of the children indicated they had not been taught Internet safety. Internet risks for children can be reduced through education in their recognition of potential dangers, recall and management strategies, indicating a need for schools to incorporate Internet safety into curricula.

Be Internet Awesome

“…While information itself is not inherently a threat to children, the ways it is used can be (Edwards et al, 2018). This threat is exacerbated by the unregulated nature of the Internet and the ease with which digital information can be manipulated (Ey & Cupit, 2011).…”

“…In the West, most children use the Internet on a daily basis (Edwards et al, 2018;Livingstone, 2013;Moreno et al, 2013;Thierer, 2014), and more than 85% of American students in kindergarten through grade 12 have access to Internet at home (Spina, 2017). Education systems also contribute to the prevalence of children's Internet use, especially through incorporating tools such as tablets in the classrooms and assigning school work that requires Internet connectivity as early as kindergarten (Ey & Cupit, 2011). Furthermore, children frequently use the Internet to access social media to socialize with friends, watch videos, and play games (Edwards et al, 2018;Holloway et al, 2013).…”

“…Children are cognizant of some of these concerns, such as the dangers of meeting people they only know online and viewing inappropriate material (Ey & Cupit, 2011;Holloway et al, 2013;Livingstone et al, 2014). However, they are often unaware of the risks and potentially long-term consequences associated with their online actions.…”

“…They may, as a result, create an artificial distinction between "real life" and online situations (Ey & Cupit, 2011;Thierer, 2014). Additionally, children may struggle to evaluate online information, and they are thus more likely to partake in risky behaviours such as giving personal information to untrusted sources (Ey & Cupit, 2011;Holloway et al, 2013;Livingstone et al, 2014;Thierer, 2014).…”

Internet for Children: a Review Study

“…Therefore, it should be an emphasis on internet literacy education for children to protect their online activity (Ey & cupit, 2011;Yan, 2009). In Hong Kong, the introduction of ICT (Information and Communication Technology) has been incorporated into the curriculum of pre-school, because it is through technology can help explore the potential of children early, and also on children with special needs (Loo, 2012).…”