Scipediacontent at 14:22, 27 March 2019

2019-03-27T14:22:55Z

Scipediacontent: Scipediacontent moved page Draft Content 673402942 to Bartau-Rojas et al 2018a

2019-03-27T11:17:52Z

Scipediacontent moved page Draft Content 673402942 to Bartau-Rojas et al 2018a

Scipediacontent: Created page with "Pulsa aquí para ver la versión en Español (ES) ==== Abstract ==== The u..."

2019-03-27T11:17:49Z

Created page with "<span style="color:#FFFFFF; background:#ffffcc"><span id="article_es"></span>Pulsa aquí para ver la versión en Español (ES)</span> ==== Abstract ==== The u..."

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 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.
-[[Media:Draft_Content_673402942-62679.pdf|<span style="color:#0645AD; font-weight: bold">Download the PDF version</span>]]
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 ==== 1. Introduction ====
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 The choice or combination of mediation strategies selected by the parents depends on the characteristics of their children, such as age and perceived maturity: “I have one older boy who I like to think that, because of his level of education, doesn’t need to be controlled so much; he manages himself very well. As for my younger son, if I knew the method for getting him to manage himself, I would patent it; I can see big battles ahead, he is less aware of the risks”.
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 When parents try to help their children use the Internet responsibly, they perceive the following difficulties:
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 El uso de Internet de los niños y las niñas a edades cada vez más tempranas constituye un reto para las familias, las escuelas y la política educativa y social en la actualidad. Se presenta una investigación cualitativa cuyo objetivo es analizar las creencias, prácticas cotidianas y dificultades que afrontan los padres y las madres cuando tratan de enseñar a sus hijos e hijas los beneficios y riesgos de Internet. Se ha utilizado la técnica de los grupos de discusión con cuatro grupos de madres y padres de alumnado de Educación Primaria de cuatro centros educativos. Los resultados indican que comparten una concepción más pesimista que optimista sobre el uso de Internet a estas edades y que perciben diversas dificultades cuando tratan de promover su uso responsable. Se identifican diversas estrategias de mediación parental de control: establecimiento de normas, organización espaciotemporal de límites y supervisión (presencial directa, consensuada, no consensuada y técnica) y de apoyo (modelado parental, entre hermanos y diversas estrategias instructivas, de estimulación y comunicación familiar) que, a excepción de la supervisión técnica, habitualmente utilizan para educarles o controlar su comportamiento en otras áreas formando parte de su estilo general de parentalidad. Las conclusiones apuntan la necesidad de desarrollar la competencia parental digital y algunas implicaciones para la intervención educativa como promover la colaboración entre la familiaescuela.
-[[Media:Draft_Content_673402942-62679_ov.pdf|<span style="color:#0645AD; font-weight: bold">Descarga aquí la versión PDF</span>]]
+[[Media:Bartau-Rojas_et_al_2018a-62679_ov.pdf|<span style="color:#0645AD; font-weight: bold">Descarga aquí la versión PDF</span>]]
 ==== 1. Introducción ====
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 También se han identificado prácticas de mediación parental de apoyo (Tabla 2:?página siguiente) tales como estrategias de comunicación y enseñanza (73,01%) y, en menor medida, de modelado (13,76%) y de estimulación (13,2%).
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 .3. Dificultades percibidas

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Bartau-Rojas et al 2018a - Revision history

Scipediacontent at 14:22, 27 March 2019

Scipediacontent: Scipediacontent moved page Draft Content 673402942 to Bartau-Rojas et al 2018a

Scipediacontent: Created page with "Pulsa aquí para ver la versión en Español (ES) ==== Abstract ==== The u..."