"This publication is about actual cases of making the research on digital cultures of children and young which can be of help in the methodological sense. Hopefully, the cases as reflective narratives of already implemented studies, can help the reader to avoid pitfalls on the way of studying childr
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en and youth online. The production of this publication started in 2021 with an open call for papers, followed by a referendum process and a few rounds of edits by authors. Finally, it was published in June 2022 in the form of short articles with authors' video abstracts online. Articles are meant to deepen the 'Methods Toolkit' together with 'Ethical Compass'. First, authors introduce the actual case and context, second, they describe the main methodological practices used as mixed methods in the case and as third, authors map up the lessons learned as conclusion with selected references." (Introduction, page 6)
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"This article describes how the mass media in Ghana use quantitative information to communicate the prevalence of child labour. During the period 2000–2020, stories about child labour frequently appeared in Ghana’s mass media. Within nearly 30 per cent of the stories, at least one numerical quan
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tification is used. Quantifications appear to be constructed primarily to dazzle readers. The large numbers and the weight of the technical jargon used would appear to significantly reduce the potential to inform. We ask why successive governments have not used the mass media tools at their disposal to more effectively address the complex policy problem of child labour." (Abstract)
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"This study aims to measure the effects of exposure to a YouTube platform, the Moshaya Family Channel, on the socialization of children. We monitored the content provided by the channel and how children are affected by it in terms of moral and behavioral aspects, specifically the impacts of their re
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peated exposure to the programs on their life satisfaction. This needed to be studied due to the increase in views and subscriptions to the channel, and children’s level of attachment to the presented content. This research uses the survey method. An online questionnaire was used to obtain information from a study sample of 338 Saudi mothers whose children are watching “The Moshaya Family Channel.” Children’s ages ranged from 5 to 13 years old. The most important result is that a big proportion of children have the awareness of terms like subscribe, share, like and views. The reason for that is due to their being influenced by the idea of popularity and their desire to make their own YouTube channel. The research also found that a big proportion of children preferred prank content in the channel and described it as interesting, which pushed them to imitate these pranks in their lives. The research found that most mothers don’t like their children to watch the channel because it incites the child to prank others and prompts buying behavior in children. This confirms the role played by new media platforms, especially YouTube, which result in children acquiring values not only for entertainment, but also a tool for learning, communication and entertainment." (Abstract)
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"1. En términos generales los derechos de los niños, niñas y adolescentes se encuentran adecuadamente consagrados en los marcos regulatorios, sin embargo, faltan medidas concretas para hacerlos efectivos. En muchos países los derechos se reconocen en la legislación, pero luego se desvirtúan a
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través de reglamentaciones o disposiciones de rango menor que flexibilizan o eliminan las obligaciones. Es el caso, como hemos visto, de los marcos regulatorios de Perú y México, pero no exclusivamente. 2. La situación en los países investigados da cuenta de que los derechos de los NNyA no ocupan un lugar prioritario en la regulación de medios audiovisuales, a la vez que los medios de comunicación no están entre las preocupaciones centrales de las legislaciones de protección de la niñez y adolescencia y/o de las agendas de política pública de los Estados. Como consecuencia, la protección es débil e ineficiente. A su vez, es posible afirmar que las autoridades regulatorias concentran su actividad en la agenda de telecomunicaciones relegando a la comunicación audiovisual que recibe poco interés y recursos. 3. [...]" (Conclusiones, páginas 42-43)
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"El documento se inicia con una descripción del marco jurídico vigente en materia de protección integral de los derechos de niños, niñas y adolescentes en Perú. A continuación, describiremos las herramientas que la regulación prevé para hacer efectiva la protección de niños y niñas frent
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e a contenidos audiovisuales que puedan resultar perjudiciales para su desarrollo. Revisaremos críticamente el sistema de “autorregulación” y cómo funciona la supervisión estatal. En la misma línea describiremos el sistema de denuncias y reclamos frente a incumplimientos que la normativa tiene establecido. Finalmente, se repasan los puntos críticos detectados en el análisis del marco normativo y su implementación y se formulan recomendaciones sobre reformas normativas y políticas públicas dirigidas a garantizar de manera efectiva los derechos de las audiencias de niños, niñas y adolescentes en Perú." (Página 4)
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"Deutschland ist insbesondere bei den Kindern und Jugendlichen ein Land mit einer Vielfalt an natio-ethno-kulturell-religiösen Hintergründen. Vier von zehn unter 18-Jährigen (39%) haben einen Migrationshintergrund und, insbesondere wenn sie einen dunklen Hautton haben, erfahren Alltagsrassismus.
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Wie lässt sich dem begegnen? In diesem Band werden sorgfältig entwickelte Projekte wie „WillkommensKITA“ oder „Kinder gegen Rassismus“ vorgestellt. Wie Medien Rassismus begegnen können, wird anhand der Entwicklung einer antirassistischen Sketch Comedy (Moooment!, KiKA) aufgezeigt. Sorgsam entwickelt und fünffach evaluiert werden typische Facetten von Alltagsrassismus aufgezeigt und damit diskutierbar gemacht. Von Rassismus Betroffene können mit der Sendung ihre Erfahrungen angemessener einordnen und Kinder und Jugendliche, die Rassismus beobachten, können diesen eher erkennen und zu Verbündeten werden. Welche Lösungen Kinder und Preteens für den Umgang mit Rassismen finden, zeigt schließlich eine weitere Studie." (Rückseite)
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"Across the types of issues that child protection workers were facing, forms of child sexual exploitation and abuse with an online element were indicated in 18% of their total caseloads. This means that one in five children they were supporting had related concerns. It is noted this was a convenienc
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e sample, and organisations supporting issues related to child abuse were targeted for participation in the survey, yet this is still a strong indication of the extent of this concern at the frontline. Under-reporting of child sexual exploitation and abuse, as well as the under-identification of the role of technology and the Internet in cases, may also be an issue. Girls were more frequently identified as being subjected to sexual exploitation and abuse online, with about 54% of workers saying that online forms of child sexual exploitation and abuse were emerging in ‘more than half’ of their cases with girls." (Key findings, page 9)
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"The key messages that can be drawn from the evidence gathered as part of this review may be summarized as follows: resources should be confidently and generously committed to child and youth safety education programmes that have content that addresses online VAC and related topics; priority should
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be given to building content about online VAC into existing evidence-based educational programmes, particularly about bullying, because of their well-developed content and design; programmes need to have multiple sessions and multiple modalities and should emphasize acquiring and practicing skills, particularly in the areas of problem solving, assertiveness, empathy, emotion management, self-efficacy, conflict resolution, help.seeking and bystander mobilization; more programme content and messaging is needed to prevent abuse by acquaintances, peers and romantic partners, including content about healthy romantic relationships and how to avoid and terminate unhealthy ones." (Conclusion)
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"This report defines and takes the pulse of five vital elements of digital learning. It contributes to the ongoing yet urgent aim of transforming education, and offers steps to recovery through child-centered, equity-driven, and innovative solutions. The five vital elements covered are ICT in educat
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ion policies and financing, digital learning platforms and content, teachers and school leadership, digital literacy, and holistic learning opportunities within and beyond classrooms. The report calls for a whole-of-system approach to digital learning, which includes increased resources, addressing the digital and usage divides, empowering teachers and school leaders, developing digital literacy among all groups, and meeting children where they are through entertaining and educational content and a mix of technologies. Particular attention should be given to gathering more data and evidence, which are sorely lacking; centering initiatives and solutions around the needs of marginalized learners and families, especially in low- and lower-middle income countries; and ensuring a holistic approach that considers all the vitals to make digital learning safe, equitable, engaging and effective." (Publisher description)
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"This book is a first-of-its-kind guide for pre-service and currently practicing teachers and child care professionals looking for pedagogically sound and developmentally appropriate ways to help today’s children navigate their media-rich world with confidence, curiosity, and critical thinking. De
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tailed descriptions of media literacy competencies, along with dozens of activities, strategies, and tips designed for children ages 2–7, demonstrate how to integrate foundational skills, knowledge, and dispositions into existing routines as well as experiment with new lessons. By examining media through a literacy lens, this book will show you ways to use inquiry and media-making to teach children about media; plan activities to engage children in meaningful media discussions; engage with families about the importance of media literacy education for young children; address media concerns with joy and creativity rather than anxiety or fear." (Back cover)
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"In this article, I discuss that quality TV for the specific children audience can be described with some new quality indicators afforded by child neuroscience and child epigenetic development; there is a reappreciation of the ludic and emotional genetic abilities of child brain to enjoy and compreh
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end ludic narrative fiction. But also, from a systemic view of the TV communication process; quality on children’s TV depends not only on the program content but on the broadcast and on the reception. A review of children's TV channels, and a few dozen of the new programs broadcast, allows us to find several new criteria regarding the quality of children's TV and audio-visual content." (Abstract)
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