Child-user image in the perspective of parents of primary school children and early adolescents: a qualitative study

Abstract

Digital technologies and social networks are becoming increasingly embedded in modern family life. Among parents' responsibilities is introducing their children to the online environment, teaching them internet safety, and providing initial guidance in their digital activities. To examine parental mediation strategies and related parental perceptions, 24 semi-structured interviews were conducted with a sample of Russian parents of elementary school children and early adolescents. The interviews covered the topics of children's autonomy in the use of electronic devices, as well as practices of its support and control among modern parents. Based on how parents perceive their children's behavior and vulnerabilities, types of ‘child image’ were identified. Parents take various child-specific vulnerabilities into account when implementing digital mediation practices, which differ depending on the child’s age. Concerns related to "moral panic" over children’s internet immersion were minimally reflected in parents' statements. Empirical analysis identified theoretically grounded types of parental mediation in children's use of electronic devices, including active mediation, restrictive mediation, co-use, monitoring, and technical control. Additionally, punishment-based mediation and encouraging alternative offline activities were described as further mediation strategies. The study concludes that theoretical models of parental mediation in children's interactions with digital devices should be expanded to incorporate parental perceptions of both their children and the digital space as a whole. This includes moving beyond the dichotomous view of electronic devices as either "good or bad" toward a more nuanced and comprehensive perspective.