Isabel Bartau Rojas

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

Universidad del Pais Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), EHU 13/65 Universidad del Pais Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), GIU 15/14 MINECO. Ministerio de Economia y Competitividad (Gobierno de Espana), BES-2015-071923 Fondo Social Europeo, BES-2015-071923The 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 childrens 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.espanolEl uso de Internet de los ninos y las ninas a edades cada vez mas tempranas constituye un reto para las familias, las escuelas y la politica educativa y social en la actualidad. Se presenta una investigacion cualitativa cuyo objetivo es analizar las creencias, practicas cotidianas y dificultades que afrontan los padres y las madres cuando tratan de ensenar a sus hijos e hijas los beneficios y riesgos de Internet. Se ha utilizado la tecnica de los grupos de discusion con cuatro grupos de madres y padres de alumnado de Educacion Primaria de cuatro centros educativos. Los resultados indican que comparten una concepcion mas 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 mediacion parental de control: establecimiento de normas, organizacion espaciotemporal de limites y supervision (presencial directa, consensuada, no consensuada y tecnica) y de apoyo (modelado parental, entre hermanos y diversas estrategias instructivas, de estimulacion y comunicacion familiar) que, a excepcion de la supervision tecnica, habitualmente utilizan para educarles o controlar su comportamiento en otras areas formando parte de su estilo general de parentalidad. Las conclusiones apuntan la necesidad de desarrollar la competencia parental digital y algunas implicaciones para la intervencion educativa como promover la colaboracion entre la familiaescuela. EnglishThe 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 childrens 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.El uso de Internet de los ninos y las ninas a edades cada vez mas tempranas constituye un reto para las familias, las escuelas y la politica educativa y social en la actualidad. Se presenta una investigacion cualitativa cuyo objetivo es analizar las creencias, practicas cotidianas y dificultades que afrontan los padres y las madres cuando tratan de ensenar a sus hijos e hijas los beneficios y riesgos de Internet. Se ha utilizado la tecnica de los grupos de discusion con cuatro grupos de madres y padres de alumnado de Educacion Primaria de cuatro centros educativos. Los resultados indican que comparten una concepcion mas 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 mediacion parental de control: establecimiento de normas, organizacion espaciotemporal de limites y supervision (presencial directa, consensuada, no consensuada y tecnica) y de apoyo (modelado parental, entre hermanos y diversas estrategias instructivas, de estimulacion y comunicacion familiar) que, a excepcion de la supervision tecnica, habitualmente utilizan para educarles o controlar su comportamiento en otras areas formando parte de su estilo general de parentalidad. Las conclusiones apuntan la necesidad de desarrollar la competencia parental digital y algunas implicaciones para la intervencion educativa como promover la colaboracion entre la familiaescuela.

Mediación parental del uso de Internet en el alumnado de Primaria: creencias, estrategias y dificultades

Universidad del Pais Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), EHU 13/65 Universidad del Pais Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), GIU 15/14 MINECO. Ministerio de Economia y Competitividad (Gobierno de Espana), BES-2015-071923 Fondo Social Europeo, BES-2015-071923The 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 childrens 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.espanolEl uso de Internet de los ninos y las ninas a edades cada vez mas tempranas constituye un reto para las familias, las escuelas y la politica educativa y social en la actualidad. Se presenta una investigacion cualitativa cuyo objetivo es analizar las creencias, practicas cotidianas y dificultades que afrontan los padres y las madres cuando tratan de ensenar a sus hijos e hijas los beneficios y riesgos de Internet. Se ha utilizado la tecnica de los grupos de discusion con cuatro grupos de madres y padres de alumnado de Educacion Primaria de cuatro centros educativos. Los resultados indican que comparten una concepcion mas 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 mediacion parental de control: establecimiento de normas, organizacion espaciotemporal de limites y supervision (presencial directa, consensuada, no consensuada y tecnica) y de apoyo (modelado parental, entre hermanos y diversas estrategias instructivas, de estimulacion y comunicacion familiar) que, a excepcion de la supervision tecnica, habitualmente utilizan para educarles o controlar su comportamiento en otras areas formando parte de su estilo general de parentalidad. Las conclusiones apuntan la necesidad de desarrollar la competencia parental digital y algunas implicaciones para la intervencion educativa como promover la colaboracion entre la familiaescuela. EnglishThe 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 childrens 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.El uso de Internet de los ninos y las ninas a edades cada vez mas tempranas constituye un reto para las familias, las escuelas y la politica educativa y social en la actualidad. Se presenta una investigacion cualitativa cuyo objetivo es analizar las creencias, practicas cotidianas y dificultades que afrontan los padres y las madres cuando tratan de ensenar a sus hijos e hijas los beneficios y riesgos de Internet. Se ha utilizado la tecnica de los grupos de discusion con cuatro grupos de madres y padres de alumnado de Educacion Primaria de cuatro centros educativos. Los resultados indican que comparten una concepcion mas 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 mediacion parental de control: establecimiento de normas, organizacion espaciotemporal de limites y supervision (presencial directa, consensuada, no consensuada y tecnica) y de apoyo (modelado parental, entre hermanos y diversas estrategias instructivas, de estimulacion y comunicacion familiar) que, a excepcion de la supervision tecnica, habitualmente utilizan para educarles o controlar su comportamiento en otras areas formando parte de su estilo general de parentalidad. Las conclusiones apuntan la necesidad de desarrollar la competencia parental digital y algunas implicaciones para la intervencion educativa como promover la colaboracion entre la familiaescuela.

Habilidades narrativas, valores y relatos personales digitales: una propuesta metodológica para Educación Primaria

Universidad del Pais Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), EHU 13/65 Universidad del Pais Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), GIU 15/14 Universidad del Pais Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), UFI 11/04 Ministerio de Economia y Competitividad (Gobierno de Espana), BES-2015-071923 Fondo Social Europeo, BES-2015-071923