Violent videos, inappropriate content or advertising: many parents worry about what their child could come into contact with in digital media. This often results in the desire to keep children away from smartphones, tablets or televisions for as long as possible. However, as digital media is present in many areas of life today, contact with it can hardly be avoided.
Many parents want their children to grow up without digital media for as long as possible. This is often based on the desire for a carefree childhood with lots of exercise, free play and direct contact with other people.
The development of basic skills is particularly important for young children: learning to speak, discovering the world around them, building relationships and gaining their own experiences. Some parents therefore fear that digital media could take up too much space in everyday life too early. Concerns about unsuitable content, advertising or excessive screen time also play a role.
Children experience at an early age that smartphones, tablets and televisions are taken for granted by adults. They see how messages are read, videos are watched and photos are sent. Children also encounter media outside the family with friends, relatives or later at nursery and school. By primary school age at the latest, digital media becomes a part of everyday life for many children. Children are curious and want to understand what is happening on screens. Especially when media is so present in their environment.
When parents try to ban media completely, it is precisely this ban that makes media particularly appealing to children. Furthermore, children only learn how to use media safely if they can gain experience. This is because media literacy does not come automatically, it develops step by step. Children have to learn to understand content, ask questions and categorize experiences. Discussions with parents play an important role in this. This is why many media education concepts do not aim to shield children completely, but to accompany them during their first media experiences.
For younger children in particular, it makes sense to use media together at first. Parents can select suitable content and explain what is happening on the screen. This creates shared media experiences that can be categorized and discussed.
This allows children to learn about media in a protected environment. Questions can be clarified directly and parents can react if children do not understand something or are frightened by content. It is not about trying out as many media offerings as possible. A small amount of age-appropriate content that is of interest to children and that they can understand is often sufficient. At the same time, other activities remain central: play, exercise, creative activities and conversations with family and friends. In addition to videos or games, children can also use media creatively, for example by taking photos or recording short stories.
Today, media is part of everyday life for many families. At the same time, this does not mean that it has to play a major role in family life.
For many families, a simple orientation helps:
In this way, children learn step by step to understand and use digital media responsibly.
