Orig. title: De digitale leefwereld van kinderen
Engl. transl.: The digital environment of children
Publication details
| Year: | 2020 |
| Issued: | 2020 |
| Language: | Dutch |
| Start Page: | 1 |
| End Page: | 21 |
| Editors: | |
| Authors: | Demeulenaere A.; Boudry E.; Vanwynsberghe H.; De Bonte W. |
| Type: | Other |
| Publisher: | Apestaartjaren 2020 |
| Topics: | Social mediation; Internet usage, practices and engagement |
| Sample: | 950 Flemish children between 6 and 12 years old (473 boys and 467 girls) |
Abstract
Outcome
"The tablet is an undeniable part of children's media use due to its compactness and user-friendliness. Nevertheless, the age at which children get their first smartphone is getting earlier. This is mainly for practical reasons: accessibility of and for their parents and out of curiosity since they see adult and older children doing it on a daily basis. Besides playing games and watching movies, they look up information about things that interest them and occasionally look at news (on Karrewiet). Since smartphone use increases, when they turn 9 it becomes part of the social aspect as means of communication. YouTube is the top used platforms, after that you have TikTok, WhatsApp and Snapchat. In the first and second degree they have a preference for the slightly more playful social media such as TikTok and Snapchat. The intuitive and pre-programmed reaction options and emojis in those apps are a good reason for that. Whatsapp is the new SMS, which they use to communicate with parents, family and friends.
Children are aware of their privacy at a very young age, perhaps because of the amount of warnings they hear through the media, the parents, friends and the school. Most kids discuss suitable privacy strategies with their parents. They, for example, find it very important to request permission from the people in a video or in a photo for them to share on social media or don't just add anyone to their Tiktok profile. What they do is lie about their age. This to be able to in the first place use centrain media platforms. The children indicate that only 6% talk to a teacher when being a victim of cyberbullying. They are hardly addressed by children for information or help. An other ^phenomenon of sexting, is indeed part of their world. Which in itself is not a problem when it is part of normal sexual development but not when it also gets forwards to others. Only talking about sexting in secondary education is therefore too late." (De Bonte, Wouter & Vanwynsberghe, 2020, pp. 34-37, translated by Joanna Beeckmans)