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It is known that children with special educational needs (i.e., with physical and or cognitive disabilities, and or conduct or social-emotional disorders) are more at risk for problems resulting from media use at home. Yet, how professionals in special needs education (SNE) deal with these media related problems by their students at school has received little attention. To fill this gap 19 professionals affiliated to 3 primary SNEschools in the Netherlands were interviewed. At these SNE-schools that addressed children between 4 to 12 years old requiring additional support and adaptive pedagogical methods we explored (a) which online risks and benefits professionals encounter from the kind of media their students use, (b) which children are deemed most vulnerable, (c) how professionals deal with students' online problems when they manifest themselves in school, and (d) what professionals need to address these situations effectively. Qualitative content analysis using Boeije's approach of open, axial, and selective coding was applied to the interview data and revealed that, in accordance with former research, the interviewed professionals mainly saw problems like compulsive gaming, watching and playing (too) violent movies and games, and online arguing and bullying. To a lesser extent their SNE-students also received or sent sexual messages or materials. These problems were typically associated with the students' gender, social-emotional or cognitive limitations and conduct disorders. Moreover, professionals also mentioned that the absence of consistent and involved parenting at home highly contributed to children's problematic media use. Professionals found it difficult to solve or prevent problemrelated media use that often had started outside of the school. They lacked knowledge about children and media-effects, appropriate media-literacy lessons, structural support from the schools' management, and knowledge how to involve parents. A customized approach that goes beyond the school borders apparently is needed. [ABSTRACT FROM AUTHOR]

With children using digital media at ever younger ages, media-education becomes a pressing issue for parents. As there is hardly any research on how parents guide the online activities of toddlers and young children an internet-survey was held among 792 Dutch parents of children aged between 2 and 12 years. Factor analysis revealed that for the internet, parents partly use the same strategies they also apply for television and video games: "co-use", "active mediation", and "restrictive mediation". In addition, they also utilise new strategies: "supervision" and "technical safety guidance". Mediation was mainly predicted by the child's age and online behaviour (e.g., gaming, social networking), as well as by the number of computers in the home and the parents' gender, education and computer/internet skills. Finally, parents also use more mediation when they expect that the internet has a positive effect and particularly when they believe that it has a negative impact.

Through an Internet survey of 536 parent-child dyads, the authors researched which mediation strategies parents used to regulate videogaming by their children (8-18 years). Factor analyses revealed that both parents and children distinguished three types of parental mediation: (1) "restrictive mediation", (2) "active mediation", and (3) "co-playing". These strategies are comparable with mediation types that were established in research about television. Comparing the parents' and children's reports it was found that both groups had highly congruent views about the application of mediation. Parental mediation of videogaming was most strongly predicted by the child's age and the parents's game behavior. Furthermore, parents applied more restrictive and active mediation when they feared negative behavioral effects and more often co-played with their children when they expected positive social-emotional effects of gaming. (Contains 6 tables and 1 note.)

This study investigated the standards children between 9 and 12 years of age use to evaluate the quality of four types of children's programs: news, educational, dramatic, and cartoons. The quality standards children considered most important were comprehensibility and aesthetic quality. Additional standards were entertainment, involvement, credibility, innocuousness, restfulness, thought provocation, and presence of role models. (Author/AEF)

Based on a time-lag model, this study tested for changes in young children's (1–6 years) home access and use of digital media in the 2012–2018 period as well as in their parents' views on such media. What it found was that in only a few years the digital devices available to children have become more mobile (tablets and smartphones), more accessible, and more numerous in these children's bedrooms, especially in single-parent households. Also, on average children have strongly increased their daily media use—up to 102 minutes. This is especially true for both younger children (3 years or less, plus 30 minutes) and children in middle to highly educated households (plus 25 minutes). Our findings support the complementary media adoption theory more than the displacement theory. Over the years parents have tended more and more to use digital media as 'babysitters', while they also found it increasingly difficult to stop their children from using such media, which may have major implications for parenting support activities. [ABSTRACT FROM AUTHOR]

Describes study conducted with Dutch preschool and elementary school students to determine their perception of reality when watching Sesame Street on television. Variables studied include age, communication skills, and socioeconomic backgrounds, and data are analyzed using factor analysis and multiple regression analysis. (13 references) (LRW)

Some forms of media use may negatively affect (pre)adolescents' health, but little is known about the parent's role herein. Therefore, an online questionnaire among 1,741 Dutch youngsters (10-18 years) explored, a) whether they use electronic media in a healthy manner - i.e., no media during bedtime; no smartphones while cycling; lowering headset volume; taking breaks during extended media use; and keeping un upright posture during extended use, b) whether these healthy manners vary with their gender, education level, age and use of media devices, and c) whether their healthy media use varies with their parent's mediation. The analyses revealed that 'only' 11 to 30% of (pre-)adolescents use media in a healthy manner. Moreover, as expected, pre-adolescents (10-12 years), adolescents from higher education and girls were more apt to use media in a healthy manner, as were frequent users of smartphones. Finally, (pre-)adolescents who are restricted in media use by their parents and who co-use media together with parents were about two times likely to use media in a healthy manner than youngsters whose parents are not involved. These outcomes imply that healthy media use deserves more attention within the framework of media-literacy and parental mediation. [ABSTRACT FROM AUTHOR]

Using an online questionnaire among 1,381 parents (children 0-7 years) in the Netherlands I investigated a) the congruence between the time that parents and children spend on various media; b) how several parent, child and household characteristics vary among four family types: low, moderate, high, and very high media consumers; and c) which characteristics most strongly differentiate these four family types. The analyses reveal that parents vary widely in their media consumption (from about 1 to more than 6½ hours media per day). Since the children's media use parallels their parent's, parents seem to provide an important example in the home. Data also show that lower and higher use families differ significantly on income, education level, number of devices at home, views on media for children, ease of applying co-active mediation and children's proficiency in media use. Finally, the four family types can best be distinguished on the basis of quantity characteristics (education level, number of screens at home, time spent by children on media) and quality characteristics (type of media content used, ease of mediation, views on media for children). Consequences for young children's development and parenting support are described. [ABSTRACT FROM AUTHOR]

An online survey among 1.085 parents investigated (a) how young children (0-6 years) use media, (b) to what extent they share media with parents and siblings, and (c) which family, parent and child characteristics explain differences in shared or solitary use. Depending on age, parent's education and siblings at home, children's print- and screen-media use varied from 49 minutes/day (low users) to 280 minutes/day (very high users). Among high users there are more media devices in the bedroom and parents see mediation as somewhat more difficult. Educational and creativity applications are used the most alone. Television programs or YouTube-clips, and books are mostly used with parents. Older and more media-literate children mostly use media alone, whereas with more siblings at home media are shared with peers and less with parents. The data may assist in campaigns that empower specific groups of parents in the mediation of their children's media use. [ABSTRACT FROM AUTHOR]

This study explores gender differences in the relationship between adolescents’ risky online behavior and their social context, as in family factors and the prevalence of Internet use in a country. Using the EU Kids Online dataset, including information on 8554, 14- to 16-year-old adolescents in 25 countries, and applying multilevel modeling, this study shows that social context is additionally and differentially related to adolescent boys’ and girls’ risky online behavior. When taking individual characteristics such as sensation seeking and digital skills into account, particularly for male adolescents, growing up in a single-parent household and lacking parental co-use increases the chance of online risk behavior. Adolescents, especially males, however, are less likely to participate in risky online behavior in societies where Internet use is widespread. Overall, this study shows that it is important to take account of individual and social factors when explaining adolescents’ online risk taking and gender differences herein. [ABSTRACT FROM AUTHOR]

An online questionnaire among 785 parents (children 0-7 years) investigated whether a) parents experience problems when guiding children's media usage, b) they feel competent in their mediation, c) they need parenting support, and d) how problems, competences and need for support are related to characteristics of the parents, the family and the child. Experiences of problems is paralleled by negative views on media, the presence of older siblings living at home and especially occur when the child uses social media. Feelings of competence are enhanced by positive views on media effects, older siblings at home, and the child's involvement in educational games and media skill level. Parents feel less confident if their child is active on social media. Support is primarily dependent on the level of problems at hand. Moreover, professionals are especially consulted when parents feel less competent, their child is active on social media and among first born children. [ABSTRACT FROM AUTHOR]

Previous correlational research indicates that adolescent girls who use social network sites more frequently are more dissatisfied with their bodies. However, we know little about the causal direction of this relationship, the mechanisms underlying this relationship, and whether this relationship also occurs among boys to the same extent. The present two-wave panel study (18 month time lag) among 604 Dutch adolescents (aged 11-18; 50.7 % female; 97.7 % native Dutch) aimed to fill these gaps in knowledge. Structural equation modeling showed that social network site use predicted increased body dissatisfaction and increased peer influence on body image in the form of receiving peer appearance-related feedback. Peer appearance-related feedback did not predict body dissatisfaction and thus did not mediate the effect of social network site use on body dissatisfaction. Gender did not moderate the findings. Hence, social network sites can play an adverse role in the body image of both adolescent boys and girls. [ABSTRACT FROM AUTHOR]

Using an online questionnaire among 785 parents (children 0-7 years) in the Netherlands we investigated a) whether parents experience problems when guiding children's digital media usage, b) whether they feel competent in dealing with these problems, c) whether they need parenting support, and d) how these problems, competences and need for support are related to the characteristics of the parents, the family and the child. The analyses reveal that the parents' experiences of problems is associated with negative views on media effects, the presence of older siblings living at home and occur especially when their child is active on social media. Parents' feelings of competence are enhanced by positive views on media effects, older children being present in the home, and the involvement of the young child in educational games and media skill level. Parents feel less confident if their child is active on social media. Support is primarily dependent on the level of problems at hand. Moreover, professionals are consulted especially when parents feel less competent, their child is active on social media and no older siblings are present at home. Parents ask family or friends for advice when they have a negative view on media effects. [ABSTRACT FROM AUTHOR]

Although adolescents frequently use social network sites, little is known about whether the highly visual and self-presentation-centered character of such sites affects body-related outcomes such as investment in appearance and appearance-changing strategies. Due to gender differences in appearance pressures and appearance ideals, these effects of social network sites on body-related outcomes may differ between boys and girls. The aim of the current study was therefore to investigate the relationships between social network site use, appearance investment, and desire for cosmetic surgery among adolescents and to compare the experiences of boys and girls. We used data from a two-wave panel study among 604 Dutch adolescents (aged 11-18). Structural equation modeling showed that social network site use positively predicted adolescents' desire to undergo cosmetic surgery indirectly through increased appearance investment. The relationships found between social network site use, investment in appearance, and cosmetic surgery desire applied to boys and girls and were not moderated by gender. [ABSTRACT FROM AUTHOR]

This article empirically examines if parents apply new types of mediation for the internet, using data from the Dutch EU Kids Online project. The high internet penetration in the Netherlands makes this study especially relevant because almost all parents and children use the internet. Factor analyses applied to reports by parents and children (aged 9–16) revealed four mediation types that are comparable for both groups: active safety mediation, restrictive content mediation, restrictive technical mediation, and monitoring. Demographics (age, gender, education, family size), measures of internet usage, and parental views towards internet use were analysed as determinants of the parental mediation types. Parents monitored younger children in particular, more often actively mediated girls and more often restricted children's internet use in larger families. The use of virtually all mediation types was related to children's diversity in internet use and the parents' view on the benefits of their involvement. [ABSTRACT FROM PUBLISHER]

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An Internet survey of 765 parents examined (1) to what extent parents wanted to be informed by ratings of harmful videogames for their children (four to 18 years), (2) which content descriptors interested them, (3) which parents were most interested and (4) how parental mediation of the child's gaming related to their interest in ratings and content descriptors. The majority of parents thought it very necessary to have ratings. Warnings of realistic 'gore and gross' were considered most important, followed by warnings regarding alcohol/drugs, fantasy violence, bad language and, finally, nudity. A LISREL model showed that the ratings and most content descriptors were used as tools for restrictive and active parental mediation, in relation to parents' ideas on negative game effects. The mediation strategy of social co-play was strongly associated with the parents' own gaming and views on positive game effects. [ABSTRACT FROM AUTHOR]

The article explores the extent of playing restricted video games in children and adolescents. One of the three strategies that can be used by parents to regulate children's playing of video games is playing together with the child. A brief description of frequent video game players is provided. The article investigates how frequent children played restricted video games.

Establishes the types of quality standards television critics apply in evaluating children's programs and the frequency with which each type of standard is used. Frequency of occurrence of a standard as an indicator of the degree of importance attached to the standard; Relation of standards television critics use to characteristics of the programs reviewed.

Investigates the standards mothers use to evaluate the quality of four types of children's television programs in Great Britain. Analysis of cartoons, children's news, educational and dramatic programs; Quality standards mothers considered most important; Program which should have credibility.