Children are spending increasing amounts of time online prompting practitioners and parents to raise concerns about their online safety. However, the impact of children’s subjective versus objective knowledge on their perceived online safety and attitudes towards e-safety education remain unclear. Questionnaires were used to assess children’s (N = 329, aged 8–11 years) perceived online safety, subjective and objective knowledge of online safety/dangers, and attitudes to e-safety education. While participants generally reported feeling safe online and perceived that they had a good awareness of online dangers and how to avoid them (subjective knowledge), they tended to be poor at articulating for themselves exactly what those dangers were and how they personally could elude them (objective knowledge). This was especially true of boys and younger children. Moreover, only subjective knowledge of online safety/dangers significantly predicted perceived online safety. Together, these findings suggest that some children may think that they know how to stay safe online but lack – or at least be unable to articulate – objective knowledge that could actually keep them safe. Consequently, there is a need to assess children’s objective knowledge of online safety/dangers and to provide appropriate education for children who currently lack it.
Peter J. R. Macaulay, Michael John Boulton, Lucy R. Betts et al.
In this paper, based on the review of the latest literature and research conducted in practice, the possibilities of applying information and communication technologies (ICT) in primary education from the aspect of safety and child protection will be investigated. In the 21st century, access to the Internet is increasing, and children of elementary school age are entering online communication earlier and earlier. Children are becoming active users of social networks and digital platforms, which have been expanding for years. However, the results indicate that the use of ICT, although an important educational resource, may pose risks to children's safety and privacy, including exposure to unverified content, cyber threats, and inappropriate use of digital devices. A large number of cases of violence on the Internet with tragic outcomes have led to the fact that today the European Union is considering banning children from accessing social networks. In this paper, we highlight the important roles of parents and educational institutions in protecting the safety of elementary school-age children online. The empirical part of the work consists of empirical research of a quantitative nature, which I conducted using an online questionnaire based on the experience gained from long-term work on the prevention of violence on the Internet within the program of the Institute for the Advancement of Education of the Republic of Serbia, "Safety of Children on the Internet". In this context, the qualitative research collected and evolved the attitudes and experiences of students, teachers, and parents about the challenges and potential risks that digital technologies bring to children in the educational environment from the aspect of child safety. Research indicates that continuous education and information of parents, teachers, and children in primary education is a safe way to prevent and protect the digital safety of children in a virtual environment. Children in primary education have certain skills in using smart devices; however, research shows that children mostly ignore basic safety rules, and thus make it easier for online predators and bullies.
Accessible Summary A lot of people with learning disabilities enjoy using the Internet every day and use social media on their mobile phones. Staying safe online is important. This research used interviews and focus groups to find out what children, young people, their parents and teachers thought about Internet safety, extremism and online radicalisation. Extremism is when people have strong and dangerous views about laws or religion. Radicalisation is when people support extremism in a dangerous way. People can be targeted on the Internet to talk them into supporting extremism. The young people said they knew a lot about staying safe online, but parents were concerned about risks. When people with learning disabilities learn about staying safe online, they should be given information about online radicalisation and grooming for terrorism. Abstract Background Young people with learning disabilities are increasingly using the Internet but can be vulnerable to being victimised online. As learning disability services develop guidance on how to support Internet use, it is important to explore what support is necessary. Methods This research used interviews and focus groups to explore what children, young people, their parents and teachers thought about Internet safety, extremism and online radicalisation. Results Results showed that the students were active Internet users and were confident about online safety but parents were concerned about the risks associated with Internet use. Following taking part in a peer education project that focussed on Internet safety and specifically about risks of online radicalisation and extremism, the students understood possible links between grooming and online radicalisation and their teachers increased their understanding of the importance of digital engagement for their students.
This article addresses the issue of cyber threats to children and adolescents in the context of theireveryday online activity. It explores the phenomenon and the most common forms of risk, such asharmful online content, cyberbullying, exposure to pornography, sexting, and emotionalmanipulation. Special attention is given to the role of the family in safeguarding the digital safety ofyoung users. Referring to B. Harwas-Napierała’s concept of parental competence, the importance ofparental engagement, communication and trust-based relationships is emphasized. The empiricalsection presents the results of a study conducted among high school students regarding theirexperiences with online threats and their perception of parental attitudes and protective strategies.The findings indicate a significant correlation between parental behaviours and children’s sense ofdigital safety and highlight the need to support families in the process of digital education.
Purpose This paper examines children's development of digital literacy, resilience and citizenship in the online environment, addressing active engagement and participation via cartoon videos. Previous research has emphasised the positive role of cartoons in different educational contexts, as important agents of attracting children's attention and interest with opportunities to engage in contextual and collaborative learning. Design/methodology/approach The work describes the design and an initial pilot study of the animated cartoon video series, with a group of 30 children in an S1 class, at a secondary school in Scotland as part of workshop addressing digital resilience themes. Children worked individually and in teams in a series of interactive activities, which were evaluated by means of a short questionnaire survey. Findings The majority of the children enjoyed the cartoon videos which addressed a story of cyberbullying and, in teams, they chose different copying strategies. Children's verbalisations included expressions of positive feelings when connecting online, linked to socialising, creative and playful activities and they expressed a preference towards speaking to their parents and friends rather than their teachers when dealing with online challenges. Research limitations/implications Children not only enjoyed watching the cartoon story but had an interest to learn more about how other children deal with the pressures and challenges of the online world, how to manage their own digital footprint and, particularly, how easy it is to spread personal information online. Practical implications Cartoon animations present an opportunity to act as a basis for encouraging children to exchange ideas and engage in dialogue in class and at home by means of creating a point of reference which creates an environment, where pressure is taken away from the “self”. The cartoon character can be the focal point for discussion on issues that may be difficult to address directly and on a personal level because of insecurity or fear. Social implications Both teachers and parents have a responsibility to offer support and advice to children and ensure their online safety and resilience. Engaging with children in open further dialogue via fun and interactive cartoon-based activities may help to further explore and understand their perspectives. Originality/value The work addresses everyday life issues encountered online and aims to offer educators and parents an engaging and fun series of activities, harnessing the advantages of cartoon video animation as a didactical resource that can utilised as a supplementary learning tool inside the classroom and at home.
Background. The article presents the results of the second stage of research on the effectiveness of the educational campaign #stop_sexting concerning child safety in the digital environment. The research aims to explore the activities of 5th to 8th-grade pupils in the digital environment, their basic knowledge of security, including awareness of online communication risks, as well as their attitudes toward internet safety and behavior in risky situations. The primary research method used was a questionnaire, with results analyzed using descriptive statistical methods. Methods. The research findings highlight the inconsistencies in children's perceptions of the internet and safety within the online sphere, along with their self assessed competency in this domain. The trend of increasing online engagement with age has been confirmed, and the primary activities of children on the internet elevate the potential for encountering risks, which they tend to underestimate. Only 11 % of the surveyed children do not have profiles on social media. Despite the fact that the majority of children express an understanding that anyone can become a victim on the internet, they generally perceive the internet as a safe environment. Results. The risk of encountering inappropriate content online or receiving proposals for intimate communication is of least concern to them. More than half of the respondents assess their own behavior as safe and assert that they possess knowledge on how to protect themselves on the internet. Simultaneously, an equal proportion of 7th to 8th-grade pupils are unfamiliar with concepts describing various forms of sexual violence on the internet. Children also underestimate the risks associated with age-based registration limits on social media, open access to personal profiles, sharing personal information, or posting personal photos, tending to perceive danger primarily in events related to establishing contacts with strangers on the internet. Сonclusions. The research has demonstrated the limited knowledge of protective measures in risky internet situations and the lack of experience in utilizing a broader range of protective actions, aside from blocking dangerous users. Key sources of information regarding safe internet behavior include parents or family members and thematic lessons within educational institutions. Parents and law enforcement agencies (police and cyber police) serve as sources of assistance in case of hazardous online situations. However, less than 40 % of the respondents perceive educators or the school's social-psychological service as entities capable of providing assistance in internet-related dangerous situations. The research finding can be valuable in developing preventive programs focused on online safety for school-age children.
This contribution to the Forum examines the sudden backlash against the Online Safety Act in those right-wing newspapers which had long clamoured for online censorship and demanded that legislation such as this should be introduced. The article suggests that their concern about children watching porn online rapidly evaporated when they came to see the Act as offering an opportunity to attack the Labour Government, propagandize on behalf of a form of free speech fundamentalism, and express their support for Donald Trump. The article argues that there is a significant difference between libertarian free speech fundamentalism and the concern for freedom of expression based firmly on human rights principles, which I outlined in my recent Porn Studies article ‘Porn and the OSA: What about the Children?’
The International Psychological Forum "Child in a Digital World" is dedicated to the issues of sustainable development of young children and adolescents in the context of the transformation of childhood caused by the digitalization of modern society.The Forum is initiated by the Federal Scientifi c Center for Psychological and Interdisciplinary Research in cooperation with the Faculty of Psychology of the Lomonosov Moscow State University and Russian Psychological Society.The Forum is supported by the the Ministry of Science and Higher Education and Ministry of Health of the Russian Federation.The International Psychological Forum "Child in a Digital World" received the auspices of the UNESCO.УДК 159.922.7;08ББК 88.41;94.
After WWII the International Labour Organization (ILO) slowly but surely developed a ‘two plank’ approach to child labour, aimed at harmonising the need to protect children who do work, with the long-term goal of abolishing all forms of child labour. During the 1990s the ‘two plank’ approach, which included the regulation and humanisation of children’s work, gradually evolved into a more singular approach aimed only at the full eradication of all child labour, starting with the ‘worst forms’. Based on an analysis of the relevant legal and policy documents produced by the ILO and other international organisations, completed with in-depth interviews with key informants, we examine the internal and external developments that made the ‘abolitionist’ approach now the only perspective that shapes the ILO’s child labour policies. We conclude that, after a century of ILO child labour policy, the intermediate objective of improving children’s working conditions is now just as relevant as it was before the turn away from the ‘two plank’ approach. For the ILO to shift its position at this time, it needs to reach out to the research community, international development actors as well as local governments and social movements to develop locally relevant, evidence-based policies for dealing with the diversity of children’s work in the world’s fast changing formal and informal economies.
We explore the impact the internationalization of production is having on child labour at the sector level, using data for 26 low- and middle-income countries. We find that sectors with stronger participation in foreign markets exhibit less child labour. Similarly, sectors that participate in global value chains by providing inputs to exporting firms in third countries (forward linkages) have fewer cases of child labour. On the other hand, sectors in which a large share of exports have foreign imported inputs embedded in them (backward linkages) experience higher incidences of child labour. Unlike the existing empirical literature on trade and child labour at the aggregate (country) level, which does not control for income effects, our results, at the sector level, do control for them.
