An Examination of Digital Parenting Behavior in Parents with Preschool Children in the Context of Lifelong Learning
Abstract
:1. Introduction
Digital Parenting, Lifelong Learning, and Sustainability in Adult Education
Behind the fun and playful activities available for children online lie different revenue models, creating value for companies (the material interest) by feeding children’s data into algorithms and self-learning models to profile them and offer personalized advertising or by nudging children to buy or try to win in-app items to advance in the games they play (manipulation). The commercial aspects of the playful activities that children engage in when they access the digital environment are largely concealed to them (and often also to their parents). Such forms of exploitation can have a significant negative impact on various child rights, including their rights to development, privacy, freedom of thought and protection against economic exploitation…
… Children and their families are also exposed to a commercialization of play. They are being targeted by game and toy manufacturers, who embed commercial messages directly into children’s gaming experiences both online and offline. Examples of such marketing strategies include the delivery of commercial messages through ingame advertising, advergames, or even interactive, connected toys. In addition, gambling elements are integrated into children’s games, such as slot machines or lootboxes. The growing amount of new types of easily accessible games online which include gambling elements exacerbates the societal concern that minors are being progressively exposed to gambling.
2. Materials and Methods
- What is the overall level of digital parenting attitude in the population?
- Is there a difference in digital parenting attitude among the population based on their willingness to participate in an educational program on digital parenting?
- Is there a difference in digital parenting attitude among the population based on demographic variables of
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- Gender,
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- Age,
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- Education level, and
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- Employment status?
- Is there a difference in digital parenting attitude among the population based on peripheral variables of
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- Average time spent daily on the Internet,
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- Awareness on adverse effects that online games might cause in children,
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- Awareness of content rating systems such as Pan European Game Information (PEGI) or Entertainment Software Raiting Board (ESRB),
- ○
- Awareness on strategies for coping up with cyberbullying,
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- Capability of using parental controls and privacy settings in social media sites,
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- Awareness on the concept of digital footprints?
- How does the population describe activities that they consider fall under the category of digital parenting?
- What kind of content does the population expect to find in an educational program on digital parenting that they would be willing to participate?
2.1. Study Group
2.2. Data Collection Instruments
2.2.1. Digital Parenting Attitude Scale
2.2.2. Digital Parenting Questionnaire
2.3. Data Collection Procedure
2.4. Data Analysis
3. Results
3.1. Digital Parenting Attitude Overall Levels
3.2. Willingness to Participate in a Digital Parenting Educational Program
3.3. Difference in Digital Parenting Attitude Based on Demographics
3.4. Difference in Digital Parenting Attitude Based on Peripheral Variables
3.5. Investigation of Digital Parenting Behavior
3.5.1. Common Themes
1 hour on weekends and half an hour in weekdays, under our supervision only.
On weekends and only 2 h a day in that.
She is allowed to view an hour and a half each day. She can use this hour and a half for as long as she follows other rules around the house.
She can play only half an hour and only after dinner. This is limited to twice per week.
She can view cartoons, for a limited time only.
Only at certain times, certain intervals...
She can view TV or play games on the tablet at given times.
During school days, she attends school in the afternoon. In the morning however, she spends time using the tablet.
Three times a day for 15 min each session. Only on weekends.
Only whenever I allow her and even this can’t exceed half an hour in any case.
1 hour once after she’s done with her homework.
Usually after meals and before bedtime.
She may use only during the time we are at the shop together. I don’t let her use at home.
I let her take it usually after 8 o’clock in the evening, after dinner, until 9.
I let her play 1 hour per day.
She has a right to watch TV for half an hour each day.
Twice a day, once in the morning and once in the evening and 2 h at most. If she breaks my rules she gets a parking fine, which means she can’t use for 2 days.
She may watch for half an hour only the videos that I’ve chosen for her. As for games, she can play them for half an hour at most.
Games on specific days (for an hour). Movies for a limited time, on weekends.
Morning hours are for cartoons. Evening is for a little amount of games.
She may only view photos on my mobile phone once a week.
The phone is allowed only on weekends during the time school’s open. When the school closes for summer, she can have the tablet daily in certain hours.
We rarely ever activate the smartphone Internet connection as we hand it to our child and only for 15 to 20 min at that, which is used for viewing educational videos on Youtube. Otherwise, we never ever let her touch the phone.
If the children of our house visitors are playing with phones or tablets, I also hand the phone or tablet to my child so that she’s not bored. Other days, I hand her the tablet once a month only for one hour, only on the condition that she views the things that I allow her to view.
3.5.2. Miscellaneous Themes
She is allowed to view an hour and a half each day. She can use this hour and a half for as long as she follows other rules around the house.
I allow her to use the Internet as a reward once after she’s finished her homework and had her meal.
When she started school, I denied her the tablet until the end of semester. Sometimes I let her use –only- my own smartphone for an hour or two and under my direct supervision at that, provided she’s been good at following the rules around the house.
I let her use on weekends. I give her half an hour of time. I always ask her to play right beside us. She plays right next to either me or her mother.
Once after she arrives from school and is done with her meal and other things, she takes the phone and plays with it within the time I allow her. She listens to music too. This all happens under my watch, I constantly view what’s being played on the screen.
She may not play games or watch videos if I’m not with her.
What good are rules anyway, there are no children who follow these.
We let her have it at 9 o’clock in the evening supposedly for an hour, but it almost always goes much more than an hour in the end.
Even though I set rules she keeps on insisting against them, cries and causes a racket, especially the 6-year-old one. She watches cartoons all the time. The 9-year-old one partially follow the rules.
3.6. Expectations from a Digital Parenting Education Program
4. Discussion and Conclusions
- Digital literacy (computers, internet, and social media use)
- Cybersecurity (Internet security, e-mail security, social media safety, device security, personal data protection, cyberbullying, scam, and phishing etc.)
- The use of software for safe Internet use by children (screen time monitoring tools, web activity monitors, website and application filters, etc.)
- Risks associated with online games and their aversion
- Selection of content suitable for children and international content rating systems
- Digital footprints
- Benefits and harms of ICT use
- Parenting skills
- Child behavior and psychology
- Preschool institutions need to keep databases with the demographic information of parents whose children are enrolled within the institution.
- Preschool institutions need to regularly gather with parents in meetings and introduce the concept of digital parenting, its context and importance. This might be required to encourage parents who are unwilling to participate in educational programs in digital parenting.
- Written, oral, and/or practical exams for determining the readiness of parents to participate in digital parenting programs may be conducted.
- Computer experts, ICT teachers and ICT/cybersecurity specialists, as well as psychologists and education sociologists working in universities, private sector firms, or Non-Govermental Organisation (NGO)’s, may participate in both the preparation of exams and the implementation of the educational program.
- Parents may be divided into classrooms depending on their readiness levels, as well as their work schedules or special needs, including health problems or physical/mental disabilities of self or children, so as to reduce factors of deterrence.
- Parents with little or no conception of digital parenting need to take introductory courses in the matter, which include ICT literacy skills as well.
- Parents that successfully complete the educational program may be awarded certificates so as to increase the motivation of course participants. Holders of such certificates may be offered additional incentives, perhaps such as support from government or other institutions in the form of scholarships or academic aid.
- Parents with busy schedules or other special circumstances that act as deterrents may be included by offering online distance education or hybrid models. Infrastructures of schools, as well as supporting public education centers, libraries, universities, or private firms may be utilized for this task.
- Parents who lack all means to participate in face-to-face meetings should not be abandoned. These may be encouraged to participate in the program via asynchronous modes of education including educational videos and podcasts while using the digital communication tools to keep in close contact with the instructors.
- Content suited for individuals with disabilities should be prepared by considering accessibility standards.
- Online educational tools where participants may gather (social media groups, learning management systems, MOOC platforms etc.) and enjoy group activities in (Kahoot, Padlet etc.) may be used. Educational games and gamification may be utilized alongside collaborative learning approaches, increasing motivation in learners and helping build a community.
- The educational program needs to be designed in a way that may be repeated for new parents every year and a system that compels instructors to revise the curriculum systematically in accordance with advancing ICT technology needs to be implemented.
- A help desk of online support forum at the provincial level may be created, where content authors in the educational program may also directly respond to assistance requests of program participants.
- Parents should be asked to contribute in online forums and reflect on their experiences. Feedback should be provided for these.
- Critical updates in terms of information may be submitted to participants via personalized e-mail or SMS messages, whereas critical updates pertaining to skills may be shared in digital environments in the form of educational videos or images.
- Public–private sector partnerships may be encouraged to render such programs gratis for low-income participants and launch protocols to support those parents who have limited access to computers and the Internet, as digital technologies are highly pervasive and children may be exposed to risks even if a household may not afford them.
Author Contributions
Funding
Conflicts of Interest
References
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n | SD | Skewness | Kurtosis | Min. | Max. | |||||
---|---|---|---|---|---|---|---|---|---|---|
Approval of Effective Digital Media Use | 231 | 12.04 | 12 | 12 | 3.49 | 0.23 | 0.555 | 0.934 | 6 | 24 |
Protection Against Risks in Digital Media | 231 | 9.70 | 9 | 6 | 2.95 | 0.19 | 0.502 | −0.592 | 6 | 18 |
Total Score in Digital Parenting Attitude | 231 | 21.74 | 22 | 21 | 4.33 | 0.28 | −0.046 | −0.484 | 12 | 31 |
Willing to participate in a Digital Parenting Educational Program? | n | X | SS | Sd | t | p |
---|---|---|---|---|---|---|
Yes | 112 | 22.5378 | 4.18794 | 229 | −2.950 | 0.00 |
No | 119 | 20.8839 | 4.33246 |
Variable | Categories | n | X | SD |
---|---|---|---|---|
Gender | Female | 197 | 22.07 | 4.23 |
Male | 34 | 19.76 | 4.41 | |
Age | 25–30 | 45 | 21.46 | 4.02 |
31–36 | 108 | 21.62 | 4.48 | |
37–42 | 65 | 22.38 | 4.13 | |
43 and above | 13 | 20.30 | 4.93 | |
Highest Level of Education Attained | Primary | 20 | 22.70 | 4.11 |
Elementary | 17 | 22.94 | 4.91 | |
High School | 95 | 21.93 | 3.78 | |
Associate Degree | 26 | 21.07 | 5.26 | |
Bachelor’s Degree | 67 | 21.40 | 4.43 | |
Master’s/Doctoral | 6 | 18.50 | 5.24 | |
Employment Status | Unemployed | 102 | 22.70 | 4.20 |
Employed part-time | 22 | 21.68 | 4.40 | |
Employed full-time | 107 | 20.82 | 4.27 |
Gender | n | X | SD | df | t | P |
---|---|---|---|---|---|---|
Female | 197 | 22.07 | 4.23 | 229 | 2.922 | 0.00 |
Male | 34 | 19.76 | 4.41 |
Independent Variable | Source of Variance | Sum of Squares | df | Mean Squares | F | p | Post-hoc Difference |
---|---|---|---|---|---|---|---|
Age | Between Groups | 58.353 | 3 | 19.451 | 1.038 | 0.38 | - |
Within Groups | 4252.539 | 227 | 18.734 | ||||
Total | 4310.892 | 230 | |||||
Highest Level of Education Attained | Between Groups | 128.664 | 5 | 25.733 | 1.384 | 0.23 | - |
Within Groups | 4182.228 | 225 | 18.588 | ||||
Total | 4310.892 | 230 | |||||
Employment Status | Between Groups | 185.316 | 2 | 92.658 | 5.121 | 0.01 | 1–3 |
Within Groups | 4125.575 | 228 | 18.095 | ||||
Total | 4310.892 | 230 |
Question | Response Categories | n | X | SD |
---|---|---|---|---|
How many times a day do you spend using the Internet? | 0–2 h | 159 | 22.01 | 4.23 |
2–5 h | 59 | 21.38 | 4.52 | |
Over 6 h | 13 | 19.84 | 4.29 | |
Are you aware of adverse effects that online games might cause in children? | Yes | 184 | 25.52 | 4.29 |
Partially | 38 | 21.89 | 4.35 | |
No | 9 | 21.33 | 3.64 | |
Are you aware of the function of content rating systems such as PEGI or ESRB? | Yes | 30 | 21.36 | 4.36 |
No | 201 | 20.94 | 4.29 | |
Are you aware of strategies for coping up with cyberbullying? | Yes | 65 | 22.10 | 4.46 |
Partially | 95 | 21.47 | 4.25 | |
No | 71 | 21.66 | 4.20 | |
Are you capable of using parental controls and privacy settings in social media sites? | Yes | 112 | 22.55 | 3.41 |
Partially | 76 | 21.64 | 4.62 | |
No | 43 | 21.48 | 4.43 | |
Are you aware of the concept of Digital Footprints and how they are formed? | Yes | 29 | 22.22 | 4.18 |
Partially | 30 | 20.96 | 4.75 | |
No | 172 | 19.62 | 4.10 |
Variable | Source of Variance | Sum of Squares | df | Mean Squares | F | p | Post-hoc Difference |
---|---|---|---|---|---|---|---|
Average time spent daily using the Internet | Between Groups | 66.222 | 2 | 33.111 | 1.779 | 0.17 | - |
Within Groups | 4244.670 | 228 | 18.617 | ||||
Total | 4310.892 | 230 | |||||
Awareness on adverse effects that online games might cause in children | Between Groups | 125.449 | 2 | 62.724 | 3.417 | 0.03 | 1–3 |
Within Groups | 4185.443 | 228 | 18.357 | ||||
Total | 4310.892 | 230 | |||||
Awareness on strategies for coping up with cyberbullying | Between Groups | 93.074 | 2 | 46.537 | 3.516 | 0.04 | 1–3 |
Within Groups | 4217.818 | 228 | 18.499 | ||||
Total | 4310.892 | 230 | |||||
Capability of using parental controls and privacy settings in social media sites | Between Groups | 36,915 | 2 | 18.457 | 0.985 | 375 | - |
Within Groups | 4273.977 | 228 | 18.746 | ||||
Total | 4310.892 | 230 | |||||
Awareness on the concept of Digital Footprints | Between Groups | 188.941 | 2 | 94.470 | 5.225 | 0.006 | 1–3 |
Within Groups | 4121.951 | 228 | 18.079 | ||||
Total | 4310.892 | 230 |
Common Themes on Rules and Limitations | f | f | |
---|---|---|---|
Explains activities … | 207 | Refers to limiting screen time… | 226 |
… using vague terms | 80 | … using allowed quotas in terms of hours and minutes | 145 |
… using clear and specific terms | 127 | … using specific allowed time windows | 79 |
Specific references to: … | 67 | Periodic references… | 116 |
… a device (tablet, smartphone, PC) | 24 | … on a daily basis | 84 |
content type (videos, games, images) | 43 | … mentioning weekends or holidays | 32 |
Miscellaneous themes | f | ||
Screen time offered conditionally, as a reward | 22 | ||
Screen time along parents’ presence and under their supervision | 16 | ||
Difficulty in enforcing rules | 4 |
Theme | f | Theme | f |
---|---|---|---|
Knowledge in… | 99 | Skills Training in… | 64 |
… Internet Safety | 59 | … Parenting skills | 20 |
… Staying up to date (new concepts, products, services) | 13 | … Cybersecurity | 13 |
… Established Harms and Benefits of ICT Use | 12 | … Computer literacy | 11 |
… Child Behavior and Psychology | 8 | … Effective limiting | 11 |
… Cyberbullying | 6 | … Effective monitoring | 8 |
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Tosun, N.; Mihci, C. An Examination of Digital Parenting Behavior in Parents with Preschool Children in the Context of Lifelong Learning. Sustainability 2020, 12, 7654. https://doi.org/10.3390/su12187654
Tosun N, Mihci C. An Examination of Digital Parenting Behavior in Parents with Preschool Children in the Context of Lifelong Learning. Sustainability. 2020; 12(18):7654. https://doi.org/10.3390/su12187654
Chicago/Turabian StyleTosun, Nilgun, and Can Mihci. 2020. "An Examination of Digital Parenting Behavior in Parents with Preschool Children in the Context of Lifelong Learning" Sustainability 12, no. 18: 7654. https://doi.org/10.3390/su12187654