Abstract

The accessibility and easeofuse for children of information and communication technologies lead us to suggest that one of the key questions for their potential empowerment is linked to their analytical use by means of the acquisition of critical skills. The family environment is considered an important factor in digital literacy and the education of critical citizens. The present paper analyzes the mediation role of the parents in their children’s education. It shows a predictive model that includes parental education style and their trust in the interactive media for their children’s acquisition of critical cognitive abilities. It also identifies the personal and contextual factors that are related to the parental education style. The model was tested on a representative sample of 765 families from the Madrid Community selected on the educational level, center type, and district income bases. It was found that children’s educational level is the factor of greatest impact on the acquisition of critical abilities. Nevertheless, as parents adopt a less restrictive style regarding the uses of Internet, there is a more positive influence on the acquisition of critical abilities independently of the age effect. The results question the role of parental restrictions on the use of the interactive media to encourage the education of critical citizens.

Abstract

The use of the Internet by children at an increasingly early age today constitutes a major challenge for families and schools, as well as affecting educational and social policy. This is a qualitative piece of research that analyzes parents’ beliefs, everyday practices and the difficulties they face in teaching their children the benefits and risks inherent in Internet use. The researchers used the discussion group technique, with four groups of parents of primary school children from four different schools. The results indicate that they share a pessimistic rather than an optimistic attitude towards Internet use among children in this age group, and perceive a number of difficulties when trying to foster children's responsible use of Internet. A wide range of parental control and mediation strategies were identified (laying down rules, organization of time and space for Internet use, limits and supervision (direct, agreedupon, non agreedupon and technical), along with various support strategies (parent and sibling modeling, diverse teaching strategies for stimulation and family communication) which, with the exception of technical supervision, they often use to educate their children and control their behavior in other areas, and which form part of their general parenting style. The conclusions point to the need to develop digital competence among parents, and there is some justification for educational intervention such as in promoting collaboration between families and schools.

Abstract

Abstract