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[File] Digital parenting: between children's uses and parents' needs for support

Children aged 3 to 17 years spend an average of three hours per day in front of screens, a screen time that tends to increase with age, according to theANSES (National Agency for Food, Environmental and Occupational Health Safety).During the March-May 2020 lockdown, Children aged 6-12 had a daily screen exposure rate of approximately seven hours (including time spent in education).Faced with the psychological and physical health risks, but also with the exposure of private data, the role of parents is often invoked to regulate the time spent on the Web."If screens contribute to the development of children and young adolescents as well as to family blossoming, early exposure and overexposure to inappropriate content can have harmful effects (language delay, concentration difficulties, cognitive delay, etc.).Many parents would like to see specific tools and signs: 46% of them do not feel that they have enough support in supervising their children's digital activities.The report of the High Council for Public Health of January 2020 reflects these expectations and reminds us that it is essential to be at their side.To better support parents, the site jeprotegemonenfant.gouv.fr is evolving to become a unique information portal on digital parenting. The platform centralizes - for parents - the practical tools and resources necessary for a reasonable use of screens among minors. Children are being equipped with cell phones at an increasingly early ageIn 2021, 95% of the population aged 15 years or older will have a cell phone: 77% will have a smartphone, 21% another type of phone.CREDOC questioned, within the framework of the Digital Barometer 2021CREDOC questioned young people under 25 about the age they were when they got their first cell phone. 60% of those under 25 years of age indicate that they were twelve years old or younger35% had it before age 12 and 25% in the year they turned 12.One third had a cell phone in college, between the ages of 13 and 16, and only 4% had one after they turned 16.CREDOC then asked people aged 25 or over with a child aged 6 or over at what age they had bought or given a cell phone to their child. Parents surveyed report equipping significantly younger children, with 28% reportedly providing a phone to children 10 years old or younger, while only 15% of 12-24 year olds surveyed had it that early.This increasing precociousness can be appreciated more easily when we detail the situation of respondents under 25 years of age. If we divide the population into three age groups, we can see that the proportion of young people equipped before the age of 12 is constantly increasing, rising from 28% for the generation born between 1996 and 1999 to 44% for the 2004-2008 generationAnother specificity is that among the under-25s, girls have equipped themselves earlier than boys: 41% of them had a cell phone before the age of 12, against only 30% of boys. Parents say they are increasingly vigilant about their children's screen timeAccording to the 2021 edition of the Digital Barometer, parents are becoming more and more aware of the time their children spend on screens. 48% restrict phone calls or texting, and nearly six out of ten parents restrict time spent watching TV, playing video games or on the Internet.Each of these measures for supervising and limiting children's screen time is a significant improvement over the measures established in 2012 or even 2014.For example, in 2020, 59% of parents supervise the time spent on video games, up 10 points from 2014 and 12 points from 2012. The increase in supervision of phone use is even more significant: 48% of parents say they are vigilant in this regard, +17 points compared to 2014 and +16 points compared to 2012."The socio-demographic analysis shows few significant differences," comments CREDOC."Barely do we note a greater vigilance regarding the time spent in front of the screens of the inhabitants of the Parisian agglomeration, but also - with regard to the time spent in front of the television - of the executives, while the employees more often seek to set up rules framing the use of the telephone and the sending of SMS by their children." Younger parents seem to be the most coercive, but it is likely that the children in their care are younger and therefore more likely to need rules and safeguards." A significant need for support for familiesA survey conducted by Ipsos on behalf of the OPEN association, in partnership with UNAF (Union Nationale des Associations Familiales) sheds light on the digital behaviors and practices of families after the health crisis. The study is based on the testimonies of 2012 parents (with children aged 0 to 17 years) and 600 children aged 7 to 17 years interviewed between July 9 and 22, 2021.According to the study, the various confinements have left their mark, particularly with regard to the consumption of screens, which has increased by 44% for parents and 53% for children.According to the parents surveyed, the smartphone is the tool most used by their children, especially for the following age groups: 11-14 year olds (70%) , 15-17 year olds (87%). According to these estimates, smartphone use increases by 11 points, from 37% to 48% between 2019 and 2021. Among other tools used by children: 88% of parents surveyed say they connect to the Internet several times a day. The majority of parents recognize that this consumption is excessive for themselves (77%) but also for their children (74%) and for their teenagers (87%).the tablet is up 23 points (from 17% to 40% between 2019 and 2021),television increases by 8 points (64% vs. 72%),the computer gains 6 points (32% vs. 38%),the console loses 6 points (38% vs 32%).The perceptions of parents (59%) and children (56%) are very close in recognizing that children's screen use has increased over the past 18 months.YouTube, children's favorite networkSome of the social networks most used by children include:YouTube/YouTube Kids (40%)Snapchat (25%)TikTok (23%)Parents have difficulty estimating the amount of time their children spend in front of screensConcerning the uses, the survey notes a gap between the perceptions of the parents and those of the children at different levels.The gap in perception of the time spent in front of screens is glaring between parents and children, especially during the week. Thus, the study highlights that 7-10 year olds spend almost three times more time on the smartphone than their parents imagine, and the same is true for the computer or game console, for this same age group.However, this gap tends to diminish on weekends and during vacations. This tends to prove that when parents are present or not busy, they are lucid about the reality of their children's digital practices.Parents lost in the reality of their children's activitiesSimilarly, there are significant differences when it comes to the activities their children do on the Internet. This is particularly true for the 7-10 year old age group, where parents report that 49% of them watch short videos, while 66% of these children report doing so. This gap is also notable for activities such as watching movies (37% vs. 74% for 7-10 year olds) or watching TV series (43% vs. 73% for 11-14 year olds).As for social networks, the same observation applies: parents find it difficult to estimate the number of social networks consulted by their children. According to parents, children aged 7-10 and 11-14 use an average of 1.9 and 3.2 social networks respectively. Children declare using 2.5 and 3.6 social networks respectively.Different perceptions of riskAs for the risks of the Internet, here again the perceptions of parents and children diverge. On the one hand, parents mention social risks related to their children's digital practices, in particular: While children rather mention health problems such as :dependency (51% on average),cyberstalking (49%),contact with strangers (43%).headaches (43% on average),difficulty falling asleep (42%),passivity (39%).The different ways to regulate digital practicesParental guidance is often symbolized by the establishment of rules and limits, to the detriment of dialogue.The parents surveyed say they have rules in place to control their children's screen use. This includes: 39% of respondents prefer to discuss good digital practices with their children. However, only 25% adapt their behavior to set an example.banning the use of screens at the table (53%),limit screen time per day/week (52%),prohibit the use of screens before bedtime (43%).Some parents will opt for the implementation of a monitoring solution with or without consultation of their children. The study notes that 41% of parents have already used spyware, 30% of them in consultation with their child, a process that has increased by 70% in 2 years.Parents in need of supportAccording to the study, 1 parent out of 2, i.e. 46% of respondents, do not feel accompanied or not accompanied enough. To get help in digital education, parents will turn first to family and friends, while digital actors are relegated to 7th place on the scale of trust.Parents' expectations for potential coaching include:educational resources such as practical tips or non-digital tools for dialogue,local actions and events such as awareness days for children or training workshops for parents,technical tools or solutions.

• Inclusion

Published on 27/09/22



Parents involved in the school accompaniment of the children during the confinement (Capuni Crise)

During the spring lockdown, parents had to improvise as home schoolers. According to a survey conducted by Harris Interactive for the State Secretariat for Children and Families, 64% of parents found this role easy to play. " Beyond the content to be taught, the mastery of the digital tools necessary for the development of this learning at home was a first test for 44% of parents who were directly confronted with their limits in this area.Based on the Capuni Crise survey conducted during the first lockdown among 2317 French people, three researchers from GIS Marsoin, Fabien Collas, Géraldine Guérillot and Pascal Plantard, provide valuable insights on the place and contribution of digital technology in supporting educational and training activities during the spring 2020 lockdown. insights valuable information on the place and contribution of digital technology in supporting pedagogical and educational activities during the spring 2020 lockdown period.  40% of parents are very involved in their children's schoolwork41% of parents report being "very involved" with their children during the homeschooling episode of the lockdown: 31% report being " involved but not the primary referent."Among the parents who are "very involved" with their children, 40% feel that they can do a lot more with digital technology today.17% of parents involved in homeschooling have encountered difficulties, including 9% related to technology use and 11% related to school monitoring.Cross-analysis of the results allows us to better understand the profile of parents who were primarily involved and those who were involved as secondary referents.The degree of involvement varied by gender: men, when involved, were more often (40%) involved as a secondary referent, although 31% were involved as a primary referent.It also varies according to the situation of the persons or the composition of the households. People with no work activities and single people with minors were more likely to be uninvolved in support (42% and 54%).Those reporting improvement with digital during confinement were more involved in tutoring. Households with children in school better equipped with digital tools Only 9% of households with children in school do not have a computer: more than half have two or more (54%).The comparison with the Digital Barometer data suggests that families with children in school are rather better equipped with digital tools."While the containment may have revealed inequalities between families, it also showed that the notion of the digital divide is caricatured and ideological. No one is really in or out of the digital world. Summarizing the dropout of working-class students as a lack of digital equipment ignores the other issues (economic, social, cultural, etc.) that affect these populations and that largely explain the lack of digital literacy. and which largely explain their distance from the educational institution. Difficulties related primarily to the parents' level of education and school experience When families encounter difficulties in supporting students, these are attributable to the parents' level of education (and more broadly to their relationship with school) even more than to difficulties with technology.For example, 14% of those with no diploma reported difficulties with technology, while 38% reported difficulties with school follow-up."The experiential learning of digital practices would thus be less discriminating than the school experience of parents with few or no qualifications. This is in line with the work that notes the weight of social and academic determinants on the support of students in a situation of confinement."31% of respondents feel they can do more things with digital. " However, digital DIY has its limits in the feeling of self-efficacy . It climbs to 57% among graduates (Bac +3/+4) but only concerns 15% of people with a Bac or less. Confinement stimulated communication between families and teachers "It is probably one of the major effects of the 2020 pandemic that it has increased the frequency of exchanges around schooling with notable differences between the 1st and 2nd grades as well as in the "pivotal" classes that are kindergarten, CM2, 3ème and Terminale".For families with children enrolled in primary school, exchanges with teachers literally exploded during the lockdown, with 65% of them being regular exchanges and 30% being one-time exchanges. When this sample was asked about the situation before the lockdown, 78% answered that these exchanges did not exist.For the second level, exchanges with teachers were very similar to those of the first level, with 63% of usual exchanges and 31% of one-off exchanges, i.e. 94%. "It is the initial situation that was different, since before the lockdown, 55% of those who exchanged during the lockdown answered that these exchanges did not exist. This is more of a development than an explosion.Fabien Collas, Géraldine Guérillot and Pascal Plantard propose, in this note, a series of complementary observations on teachers (based on a survey of 525 teachers in Brittany in the spring of 2020) as well as on students.

• Inclusion

Published on 05/03/21



Children and digital technology: gendered uses that increase with age

UNICEF published a report on children in a digital world at the end of 2017. In it, the organization highlighted the opportunities that the internet and the importance of digital access in the fight against inequality, but also the risks and the need to implement measures to support and prevent children's uses. In France, children access the Internet and cultural content early on via mobile devices (tablets, smartphones). We have compiled several studies on the digital uses of children in France (leisure, cultural, privacy, time spent) and the perception of their parents. Widespread use but often overestimated by parentsIn France, more than half of the children over 11 years old are already registered on one or more social networks. However, children (8-14 years old) spend more time on tablets, computers or smartphones playing games or watching videos than on social networks. Among 8-10 year olds, the time spent on social networks is 8 minutes per day, compared to nearly 25 minutes for games. The appeal of social networks increases from age 11 onwards and more so for girls. This is consistent with the time when children receive their first digital devices. The Hadopi qualitative study on dematerialized cultural practices highlights three key moments in the evolution of children's practices: at 8-9 years old, children listen to their parents, access "simple" contents (Youtube videos, search for a work on google) and still use physical supports (CD, books,...) At 10-11 years old, the age of the first smartphone, they download MP3 music to listen to it offline and look for more recent works (especially films) on the Internet:"until about 12 years old, children are less comfortable with technology. It is still often those around them who "provide" the works to children, including in an illicit manner, to protect them from the risks associated with these sites." from the age of 12, the needs and the technical ease increase: the teenagers go towards downloading and streaming and detach themselves from the parental supervision. The knowledge and support of children's digital use is a subject that effectively worries parents: 77% have implemented restrictive measures, and 82% have discussed internet use with their children (Xooloo, 2016). Parents also tend to overestimate the amount of time their children spend on the internet. It is true, however, that the amount of time children spend on the internet has trended upward between the summer of 2016 and the winter of 2017. Girls use social networks more than boys but are less protective of their browsing and data Digital uses are gendered and this phenomenon increases with age. First, boys aged 8-10 spend more time watching videos and playing games than girls of the same age (67 minutes and 48 minutes per day respectively). Boys are more attracted to games while girls prefer social networks. Although social networks involve more issues in terms of privacy protection, girls are less protective of their browsing (anti-advertising software, anti-spyware, settings, etc.). They tend to be less likely to adopt online security practices: for example, 63% of boys report having complicated passwords compared to 57% of girls, and 12% of boys have already given them to a friend compared to 18% of girls. The gap disappears for the 15-18 age group.The INJEP study report on adolescent socialization and digital uses states: "Regarding practices related to the exposure of oneself and one's privacy, recent studies such as those conducted by American sociologists Eden Litt and Eszter Hargittai (2016) show that young women share more photos of themselves than young men, they select their audience more rigorously and share fewer images publicly. It is also worth noting that female audiences are more often the target of online privacy awareness campaigns (boyd, Hargittai, 2010), which perhaps influences their practices but more importantly implicitly assumes that institutions see them as more at risk of privacy violations, and as more responsible for maintaining some form of online privacy."An equal percentage of boys and girls aged 11-14 (64%) report having set up their accounts to protect their personal information, but girls are more likely to be helped by family and friends in this process. With age, practices and information about privacy rights improve but remain incomplete. [su_quote]The European Data Protection Regulation (GDPR) strengthens the protection of children's personal data. The regulation requires parental consent for minors under the age of 16 to register and use digital services. Article 8 of the RGPD, however, gives member states the freedom to lower this threshold to 13 years old. The future Data Protection Act, currently under discussion, will set the age of consent in France without parental authorization. The French Parliament's Law Commission has voted to lower the threshold of consent to 15 years old: this vote does not prejudge the threshold that will finally be retained[/su_quote]. Digital literacy, a process involving parents, peers and platformsThe Hadopi study identifies"three main poles of influence in the digital practices of 8-14 year olds: the immediate family, peers and YouTube. These three referents accompany the child throughout his or her development, with a greater or lesser importance of each of them depending on the child's age and maturity.(...) Omnipresent, YouTube appears to be the main provider of all types of content (videos, tutorials, works...). It is the major key to entry into dematerialized cultural practices from a very young age, to the point of serving as a "standard" and shaping the expectations of this young audience in terms of free access and streaming mode. YouTube also determines for them the model of success for artists in terms of "number of views" through the example of Youtubers, putting the question of income generated by creation in the background."Parents are not perceived by their children as the best people to inform them about the risks of digital technology. More than 55% of 11-14 year olds think that a specialist in the classroom would be the most appropriate person (a quarter think it would be parents) and this proportion rises to nearly 65% of 15-18 year olds (about 10% think it would be parents) (CNIL). Yet 82% discuss smartphone and tablet use: 37% do so often and 45% sometimes (Xooloo,2016). 78% of parents would like to have media education classes in class and only 15% would like to have media education classes. They are even 83% to wish that dedicated public organizations would raise awareness about the dangers of the Internet (CLEMI national survey).

• Inclusion

Published on 01/02/18



An action plan "for a reasonable use of screens by young people and children

Following two opinions of the High Council of Public Health (HCSP), the Government launched on February 7, 2022 a action plan which aims to promote information, education and support for children, parents and professionals in order to learn to use screens as a medium, in appropriate times and places. This plan includes four actions. Digital parenting workshops through a network of associations Professionals working with children and families, who are often the first to be contacted by parents facing this new risk, are sometimes at a loss as to how to support them. Initiatives to support families and professionals do exist, but their dispersion calls for better coordination in order to guarantee homogeneity, visibility and accessibility throughout the country.Parenting campuses will offer each parent who wishes to do so the possibility of easy and free access, online or close to home, to a trusted support offer on all the digital parenting issues they encounter. Development of digital skills for students starting in the fourth grade via the Pix platform The High Council of Public Health (HCSP) had recommended to build a device so that children and teenagers can acquire a critical look and choose in full knowledge of the contents diffused by the used screens.To help children make better use of networks and digital technology, awareness-raising will begin in CM1 and a digital skills certificate, equivalent to an Internet passport, will be issued in the 6th grade. The aim is to enable children in Cycle 3 to better understand and master the opportunities, but also the limits and dangers of digital technology. This system will be launched in 12 departments at the start of the 2022 school year. The objective is to generalize it from the following school year. Better understand the digital uses of the French through the creation of an annual barometer   In order to better understand the digital uses of French people between 15 and 75 years old, and to quantify those that may be problematic, the Interministerial Mission for the Fight against Drugs and Addictive Behavior (Mildeca) has designed an annual barometer on the use of screens.This annual Mildeca barometer aims to: to evaluate the general distribution of the digital habits of the French; determine the frequency of uses considered potentially problematic; quantify the risk behaviors associated with digital uses; to identify the families of uses and the profiles most at risk, in order to set up adapted prevention strategies. The extension of the jeprotegemonenfant.gouv.fr website The website jeprotegemonenfant.gouv.fr provides parents, educators and teachers with a space dedicated to the use of screens by children.It allows parents to find reliable answers to the questions they have about their children's exposure to screens, in the most accessible way possible: benchmarks for screen use by age ; tools to protect children and youth from overexposure to screens; resources to learn about the issues and risks of overexposure of children and youth to screens (videos, brochures, digital applications, websites).

• Inclusion

Published on 11/03/22