Parental mediation

Kirwil, Lucyna; Garmendia, Maialen; Garitaonandía, Carmelo; Fernández, Gemma Martínez

doi:10.2307/j.ctt9qgvds.21

Cited by 22 publications

(16 citation statements)

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“…Parental strategies of mediation, however, are dependent on several factors. Although some authors (see Kirwil et al 2009 for an overview) have suggested that parental strategies of mediation depend largely on the general value orientation of the country, others (Kalmus & Roosalu, in press) refer to the role of welfare state institutions, which, through regulating female labor force participation and the availability of public childcare, have some bearing on the strategies parents are actually able to employ in their child-rearing tasks. As the dualcareer family with both parents working full-time is rather typical in Estonia, with 91% of all three-to six-year-olds attending pre-school daily, the role and responsibility of teachers in shaping children's media literacy has become essential (Statistics Estonia, 2009).…”

Section: Making Sense Of the Virtual World For Young Children: Estonimentioning

confidence: 99%

Making Sense of the Virtual World for Young Children: Estonian Pre-School Teachers’ Experiences and Perceptions

Siibak

Vinter

1970

JVWR

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The study provides an overview of teacher perceptions regarding young children’s internet use and media education in pre-schools. Two focus-group interviews with 24 Estonian pre-school teachers were carried out in order to analyze their experiences and opinions about factors that influence pre-school children’s computer and Internet use. Pre-school teachers’ perceptions about their own role in shaping children’s media literacy were also examined. The results indicate that teachers consider the role of the family on children’s computer use to be more significant compared to their own role. Although the teachers started to acknowledge their own role as supervisors and parents’ counselors as the interviews progressed, no curriculum-based media literacy shaping is done in the classrooms. Furthermore, rather than developing children’s awareness of the media, various new media had been used as “enrichment” and significantly fewer activities that would actually help to shape children’s media literacy were mentioned.

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Section: Making Sense Of the Virtual World For Young Children: Estonimentioning

confidence: 99%

Making Sense of the Virtual World for Young Children: Estonian Pre-School Teachers’ Experiences and Perceptions

Siibak

Vinter

1970

JVWR

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“…¿Cuáles son las consecuencias de la diversificación de los modos de acceso a internet por parte de los menores? El hecho de que el 84% de los menores españoles utilicen internet en el hogar tiene consecuencias claras para las políticas de prevención de riesgos en internet: los padres son los que están en mejor posición para mediar en el uso que sus hijos hacen de internet 49 . Dentro del consumo en el hogar, el uso de internet por parte de los menores en un entorno privado (su propia habitación), supone un importante reto para los padres.…”

Section: El Modo De Acceder a Internet Cambiaunclassified

Bullying y ciberbullying: victimización, acoso y daño. Necesidad de intervenir en el entorno escolar

Larrañaga¹,

Iglesias²,

Aizpuru³

2019

REP

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Riesgos y seguridad en internet:Los menores españoles en el contexto europeo Riesgos y seguridad en internet: Los menores españoles en el contexto europeo. Primeras conclusiones de la encuesta de EU Kids Online a menores entre 9 y 16 años y a sus padres.Este informe publicado el 17 de marzo de 2011, presenta las primeras conclusiones del trabajo de la red EU Kids Online realizado en el marco del Safer Internet Programme de la Comisión Europea. El informe ha sido dirigido por Maialen Garmendia, investigadora principal del grupo EU Kids Online en España y el resto de miembros del grupo, Carmelo Garitaonandia, Gemma Martínez y Miguel Ángel Casado. Todos ellos profesores e investigadores de la universidad del País Vasco/Euskal Herriko Unibertsitatea. Las posteriores conclusiones del trabajo se irán incorporando en diferentes informes que estarán disponibles en laweb: www.ehu.es/eukidsonline Para citar este informe: Garmendia, M., Garitaonandia, C., Martínez, G., Casado, M. A. (2011): Riesgos y seguridad en internet: Los menores españoles en el contexto europeo. Universidad del País Vasco/Euskal Herriko Unibertsitatea, Bilbao: EU Kids Online.

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“…While the major part of the project focused on the risk experiences of children, some of the research examined issues of parental mediation. For example, the EU Kids Online European literature review (Kirwil, 2009;Kirwil, Garmendia, Garitaonandia, & Martínez, 2009) and subsequent 2010 survey of 9-16 year old children and their parents investigated the types of mediation strategies that parents used and preferred (Pasquier, Simões, & Kredens, 2012). In addition, EU Kids Online researchers considered the consequences of parental mediation in terms of the effectiveness of different types of mediation in either reducing those experiences that parents perceived as being risks or ameliorating any negative feelings felt by children (Garmendia, Gariatonandia, Martinez, & Casado, 2012).…”

Section: The Eu Kids Online Projectmentioning

confidence: 99%

Children’s critical evaluation of parental mediation

Haddon¹

2015

Cyberpsychology

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Although the new sociology of childhood draws attention to societal influences on children’s experiences, it also sees them as active agents. This article investigates children’s perspectives on parental interventions in regards their use of the internet, an aspect not covered in the parental mediation literature. Although children are generally positive about this mediation, here we explore cases where children consider it to be problematic through analysing the EU Kids Online qualitative research conducted in nine countries. The material shows how parental advice can sometimes be less articulated, justified, and expressed in a sensitive manner, and why it sometimes lacks credibility in children’s eyes. The article illustrates how maturing children can develop a sense of social expectations about independence, trust and personal social space. This can have a bearing on how they evaluate parental monitoring. Lastly, the article examines factors inhibiting children’s willingness to confide in parents about sensitive issues, because of potential parental responses, parenting styles, and a fear of losing parental trust that children have gained as they have grown older.

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Parental mediation

Cited by 22 publications

References 0 publications

Making Sense of the Virtual World for Young Children: Estonian Pre-School Teachers’ Experiences and Perceptions

Making Sense of the Virtual World for Young Children: Estonian Pre-School Teachers’ Experiences and Perceptions

Bullying y ciberbullying: victimización, acoso y daño. Necesidad de intervenir en el entorno escolar

Children’s critical evaluation of parental mediation

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