Parental mediation of the Internet use of Primary students: beliefs, strategies and difficulties

Bartau-Rojas, Isabel and Aierbe-Barandiaran, Ana and Oregui-González, Eider Parental mediation of the Internet use of Primary students: beliefs, strategies and difficulties. Comunicar, 2018, vol. 26, n. 54, pp. 71-79. [Journal article (Paginated)]

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Alternative locations: https://doi.org/10.3916/C54-2018-07, https://www.revistacomunicar.com/index.php?contenido=detalles&numero=54&articulo=54-2018-07

English 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.

Spanish abstract

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.

Item type:	Journal article (Paginated)
Keywords:	Internet, beliefs, parental mediation, parental control, primary education, digital literacy, intervention, risks, Internet, creencias, mediación parental, control parental, educación primaria, competencia digital, intervención, riesgos
Subjects:	B. Information use and sociology of information > BJ. Communication G. Industry, profession and education. G. Industry, profession and education. > GH. Education.
Depositing user:	Alex Ruiz
Date deposited:	09 Jan 2018 09:00
Last modified:	09 Jan 2018 09:00
URI:	http://hdl.handle.net/10760/32174

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References

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