Whether in books, series, films or audio stories – children learn role models through the media. This is because children identify with characters that they like. Classic images are often conveyed, such as those of strong heroes and beautiful princesses. Children are guided by these role models in order to develop their own personality.
From primary school age at the latest, gender becomes increasingly important for children’s identity. In many children’s films and series, girls and boys are still portrayed differently. Studies such as the MaLisa Progress Study (2021) show: Male characters continue to be more visible than female characters in children’s television. This is particularly clear in the case of animal, fantasy, robot and machine characters – they are still predominantly portrayed as male. At the same time, there are positive developments: The proportion of female characters in German children’s television has increased and stood at 44 percent in 2020. However, when the media tell similar stories over and over again – the brave boy saves everyone, the girl is mainly beautiful or caring – this can restrict children.
Trans and non-binary people have only rarely appeared in children’s films and series to date. For the most part, children’s media continue to tell stories about girls and boys within a binary gender role model. International studies such as the See Jane 2024 study show that LGBTQIA+ characters make up only a very small proportion of popular children’s television, at one to two percent; non-binary characters are almost invisible. Yet diverse characters can help children to understand that there are different ways of living gender, family and identity.
Many media offerings also remain one-sided when it comes to the portrayal of bodies and roles. Female characters are more often shown as young, slim, beautiful or caring. Male characters appear muscular, strong and athletic and more often experience adventures or explain the world. In family stories, women are still more likely to be shown bringing up children and doing housework, while men appear more often in professional or public roles. If children and young people repeatedly see one-sided images of beauty and bodies, this can make them feel insecure – especially if they perceive these images as “normal” and compare themselves to them. Studies show: This can increase dissatisfaction with their own bodies.
Occupations help children to imagine their own future. They are also guided by characters from books, series, films or audio stories. In many stories, however, professions are still stereotypically distributed: Women are more likely to look after children, family or care. Men solve problems, experience adventures or act as experts.
This can give the impression: Some professions are more suited to girls, others to boys. But the world of work today is much more colorful. A mother can be an engineer, doctor or scientist; a father can be an educator, carer or househusband. Such examples are important because career aspirations are often influenced by role models from an early age. In addition, technology and digitalization are constantly giving rise to new professions that have hardly featured in children’s books and series to date. If a boy still wants to be a firefighter or a girl a ballerina, that is of course perfectly fine.
In many picture books, families consist of a woman, a man and one or two children. Fathers often only appear as a secondary character. However, the traditional mother-father-child model, in which the mother looks after the children and the father goes to work, is only one of many family types today. Many children have several caregivers who look after them. These include, for example, the new partners of the (separated) parents. Rainbow families with queer parents are also rarely depicted in children’s media. And where are the adults who are not in a relationship but still like to look after their friends’ or family members’ children?
If you notice any questionable gender portrayals, feel free to address them: Who gets to be strong in the story? Who cares? Who decides? In this way, children learn to question role models.
Children need different role models. A diverse range of media shows them different ways in which people can live, feel and act. Stories that break down typical role models encourage children to accept themselves and to be open, tolerant and respectful towards others. We have put together some media tips for you that show diverse gender roles and different family forms:
Diverse families
I am me: self-image and gender identity
Out of the gender pigeonhole
Strong friendships and diverse role models
You can find more media recommendations in this article and, for example, at Regenbogenfamilien München and PINKSTINKS. If you would like to know more about gender in children’s media, we recommend this brochure for parents on dealing with gender roles.
Not every child needs a smartphone with internet and apps right away. For younger children, a push-button cell phone can be a good first step: children can make calls and write messages without having to be online all the time. Many families experience this as a relaxed introduction because children learn to take responsibility for their own device, for example charging the battery, being reachable, looking after the device and adhering to rules.
Some families use a shared family device or an older smartphone belonging to the parents as a test phase, which is only used at certain times. Many children are already familiar with digital media via tablets or family devices. Their first smartphone is therefore usually not their first contact with media, but the next step towards greater independence.
You can find out more about how to assess your child’s maturity in our parent check-in “My child is getting their first smartphone – what should I look out for?“.
If you want a smartphone, it doesn’t have to be the latest or most expensive model. A solid, used or refurbished smartphone that is regularly updated is a good place to start. For many children, the smartphone is a status symbol, but parents do not have to fulfill the desire for a specific brand model.
Also helpful are:
A device that uses the same operating system as the parents’ smartphone is often practical. This makes it easier to set up security settings, screen time or family functions together and to help quickly in the event of problems. Some families also agree that older children will contribute to purchases or repairs. This makes many children more aware of how they use the device.
A prepaid card can be useful for the first smartphone. This means there are no additional costs and children learn how to use a fixed amount of credit. However, if the credit is empty, your child may not be able to contact you.
With a contract, there are usually fixed monthly costs, often with a telephony flat rate and a lot of mobile Internet. However, in-app purchases or additional data volume can result in additional costs. Younger children in particular can quickly lose track. Contracts are therefore more suitable for young people with some smartphone experience. Settings such as cost limits, third-party provider blocks or a limited data volume help to avoid unexpected bills.
Not only the device is important, but also the secure setup. Sensible basic settings are, for example:
For the first smartphone, blocked contacts or children’s versions of apps can also be useful. Regular updates keep the smartphone safer.
Technical protection functions support but do not replace supervision. Therefore, keep talking to your child about apps, chats and content. Also talk about what your child can do if something seems strange or unpleasant online. A jointly agreed media usage contract can help to make rules on usage times, mobile-free times and behavior in chats transparent for all family members.
Can’t find an answer to your question? Ask your personal questions about your child’s media use directly and conveniently via Messenger service via WhatsApp or Threema.
Class chats are conducted via WhatsApp, reels are shared on Instagram and people organize themselves in sports clubs via Facebook groups. Many children and young people use several Meta services every day, often without realizing that they all belong to the same company. It is helpful for parents to understand how these services are connected.
Meta Platforms was originally called Facebook Inc. and was founded in 2004. The company changed its name to Meta in 2021. The company wanted to show that it has long been offering more than just Facebook and is increasingly focusing on virtual worlds and artificial intelligence.
The company includes, among others:
The apps are free to use and are primarily financed by advertising. To do this, Meta collects a lot of information about what content users view, like, comment on or share and how long they are active. Location data, device information and interests are also included.
Meta’s various services are closely interlinked. People who use WhatsApp, Instagram and Facebook at the same time leave behind a lot of information about their own usage behavior. Meta uses this information to create interest profiles for personalized advertising and recommendations.
In addition to social media, Meta is investing heavily in digital and virtual worlds. Users can immerse themselves in digital gaming or leisure worlds via the VR goggles Meta Quest. Meta is also integrating AI functions(Meta AI) directly into WhatsApp, Instagram and Facebook. They can answer questions, formulate texts, generate images or summarize content. Incorrect or misleading answers are also possible.
Meta-services fulfill many needs at the same time. WhatsApp is often the most important communication channel for young people. Class chats, appointments or leisure groups usually take place directly via the messenger. Those who cannot be reached there quickly miss out on important information or feel excluded. Instagram offers entertainment and opportunities for self-expression. Likes, comments and follower numbers give many young people a sense of attention and belonging. A lot of content is automatically suggested. Reels, memes, influencer content and AI chatbots provide a constant supply. As a result, children and young people often spend significantly more time on the apps than planned.
Meta services are designed to hold your attention for as long as possible. Children and young people in particular often find it difficult to switch off as a result. Possible risks include
Younger children in particular often do not yet understand how platforms select content or why certain posts are displayed repeatedly. Advertising or AI-generated content is also often difficult for them to recognize.
Meta refers to various safety and parental control functions within the apps. These include privacy settings, reporting and blocking functions as well as parental controls for individual services such as Instagram. The company also emphasizes that AI functions should be developed responsibly. However, critics continue to criticize the extensive collection of data and the difficult-to-understand privacy settings.
Make connections visible: Explain to your child that WhatsApp, Instagram, Facebook and Threads all belong to the same company. Many functions, advertisements and data collections are interlinked.
Set privacy settings together: Regularly go through the privacy settings together. Among other things, check who can see content or send messages, whether the location is visible and which data is used for advertising. Public profiles, groups or AI functions should also be checked regularly.
Talk about algorithms: Children and young people should understand that platforms do not display the most important content, but often what generates attention for a particularly long time. This can be funny, but also provocative or emotionally charged content.
Question advertising and influencers: Discuss together how influencers earn money and why certain products constantly appear. A lot of advertising content appears personal or spontaneous, but is part of targeted marketing strategies.
Critically accompany AI functions: Explain to your child that AI systems are not real friends and are not neutral sources of knowledge. Answers may be incorrect or contain prejudices. Personal information should not be entered in AI chats.
Consciously organize screen time: Endless feeds and push notifications make it difficult to take conscious media breaks. Help your child to plan offline times and reduce notifications.
Remain open to discussion: Prohibitions alone are usually of little help. It is important that your child receives support in the event of unpleasant experiences and can talk openly about problematic content, conflicts or contacts.
They apply make-up, style, train and optimize themselves. They appear in children’s series, pose on TikTok and Instagram, walk down red carpets or present themselves in dating and reality shows – and always seem to look perfect. Media figures, influencers, stars and TV faces show what the “ideal” body is supposed to look like every day. This can put a lot of pressure on children and young people.
Big eyes, silky hair, defined muscles and seemingly flawless proportions: From an early age, children and young people are confronted with body images on screens that have little to do with reality. It starts with children’s television: Disney characters such as Elsa and Tarzan, the fairies from the Winx Club or superheroes such as Spiderman are often extremely slim or very athletic and muscular.
Children usually love such films and series not because of the stereotypes, but because they are exciting, funny, emotional or particularly beautifully staged. They tend to absorb the highly idealized body images in passing. However, these images can still be memorized and influence what children perceive as “normal” or “beautiful”.
For older children and teenagers, formats such as “Germany’s Next Top Model” or dating shows such as “Love Island” show very clearly what is important there: the perfect appearance. Anyone who doesn’t meet the expectations in terms of body, measurements and styling has a harder time. Success on the catwalk or in the search for intimacy and a relationship in such formats often depends on whether one’s own body conforms to the current ideals of beauty. Those who don’t fit in are sometimes publicly devalued or eliminated. This story continues on social media: Beauty, fashion and fitness influencersshow how to groom, apply make-up, dress, train and eat. Some also talk about cosmetic surgery, weight loss injections or other procedures. This often gives the impression that one’s own body is a project that needs to be constantly worked on in order to get as close as possible to a supposed ideal.
Young people often like such formats because they entertain, tell emotional stories and provide insights into topics that are important in their everyday lives: Appearance, recognition, flirting, belonging and self-presentation. They also invite people to join in the conversation – at school, with friends or on social media – and quickly become part of common conversations and trends.
These body images can be very influential, especially for children and young people. Young people look to their media for role models and ideas of how they want to be and what their lives can look like. If they are constantly surrounded by a certain body ideal, they may also develop the desire to look like this. They may even assume that personal worth depends on looking perfect – after all, this is the message that resonates in many TV formats and on social media profiles.
Children and young people are not necessarily able to recognize that body representations in the media are trimmed to perfection – staged representations and lighting, post-processing and effects create an illusion that no longer has anything to do with reality. What’s more, a lot of content on social media is now also altered, enhanced or even completely artificially generated using AI – making it even harder to recognize as edited or fake.
Trying to emulate such an ideal can lead to a lot of frustration and disappointment, to high expenditure on seemingly helpful beauty, training or nutrition products and even to tangible problems such as a disturbed body perception, psychological problems or eating disorders.
The offers are also often very gender-specific – for example, young girls are mainly shown make-up and styling tips, while boys are presented with muscles and strong heroes. In addition to the general pressure, this also reinforces clichéd ideas of gender roles.
Be aware of the body images your child is confronted with through their media use, for example via the parent guide for TV, streaming and social media services FLIMMO. Have your child show you their favorite shows or social media profiles and look together at what is being conveyed and shown. Talk about how media body images are created and why they are often not realistic.
You can also watch videos together that show how “perfect” pictures are created. If your child understands how media works and why the images on the devices are not realistic, this is a first step towards taking the pressure off. Educational resources such as this video from Funk can be helpful. You can find out more about how to deal with beauty ideals online in this article.
Create a counterbalance: use media time together and consciously watch films and series with your child that show diverse body images and don’t just use common stereotypes. You can also discover profiles together on social media that show other perspectives – and show your child that bodies can look very different.
It is very important to be aware of your role as a role model! Healthy eating habits, a friendly approach to your own body and an assessment of your own worth that goes beyond outward appearances are also shaped at home.
If you have the impression that your child is already psychologically burdened by certain body ideals, that their eating behavior is changing or that you are unsure – seek help. Talk to (school) psychologists, pediatricians or contact an anonymous counseling center such as the Nummer gegen Kummer.
Replying to a message, scrolling through social media or looking something up – for many parents, the smartphone is a natural part of everyday life. At the same time, many ask themselves: Is my baby getting too little attention as a result? The important thing to remember is that it’s not about perfection, but about conscious use.
In the first few months of life, your baby learns primarily through interaction with you. Eye contact, voice, facial expressions and your reactions help him to understand the world and feel safe. When you respond to your baby’s signals, it experiences: “I am seen and understood.” This happens in many small everyday moments when feeding, changing, carrying or playing. Babies do not need constant entertainment. Short moments of shared attention are often enough.
If you frequently look at your smartphone, shared moments can be interrupted:
This usually happens unconsciously. Babies cannot yet understand why the shared moment suddenly ends. When adults look at their smartphones, their facial expressions and reactions are often less attentive and attuned. Frequent interruptions can unsettle babies, especially if they occur regularly.
The smartphone does not have to disappear completely from everyday family life. Short periods of cell phone use are normal and generally unproblematic. Especially with a baby, many parents use their smartphone to keep in touch with other adults, search for information or switch off briefly. Stressful days, distractions and interruptions are also part of everyday life with children. Parents don’t have to be constantly available or attentive. It is crucial that there are always conscious moments of closeness and attention.
Even babies experience the place that smartphones and other media play in everyday family life. When screens are constantly present, this quickly becomes the norm. This makes it all the more important to consciously organize times together without media.
If you notice that your smartphone often distracts you or that you feel less connected in everyday life, small changes can help. Fixed moments without a smartphone are often enough to experience time together more consciously.
Can’t find an answer to your question? Ask your personal questions about your child’s media use directly and conveniently using the messenger service via WhatsApp or Threema. You can find more information here.
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.
A smartphone offers many possibilities: chatting, playing games, watching videos. Using it needs to be learned. The decisive factor is not the age of your child, but what they can already do and understand. This checklist will help you to assess this more accurately. Your child does not have to fulfill all the points. The more that apply, the better prepared your child will be. The checklist serves as a guide and does not replace an individual decision.
… has gained initial experience in using a smartphone
… masters basic functions and settings
… has basic knowledge of costs and advertising
… consciously selects apps and content
… consciously handles personal data and privacy
… behaves respectfully online
… recognizes risks and can deal with them
… observes rules
… can assess their own usage behavior
Go through the points together with your child. This will help you recognize what is already working well and where your child still needs support. If many of the points apply, a smartphone of their own can be a sensible next step, with clear rules and support. If many points do not yet apply, your child should continue to practise these skills, for example on your smartphone first.
Even if your child is well prepared, support remains important:
Having your own smartphone is not a one-off step, but a learning process that you shape together.
Instagram remains one of the most popular social media platforms, especially among young people. The app makes it possible to share photos and videos, create stories and interact with friends and influencers.
Instagram, or Insta for short, is one of the largest social networks alongside Facebook and TikTok. It offers users the opportunity to create their own profile and connect with each other.
Images and videos can be shared via the profile. Users can either publish content as permanent posts or post it as a story or live video. Stories and live streams disappear after 24 hours, but can be saved as a highlight. The photos and videos of subscribed channels and people are displayed in the feed.
Users can find a wide variety of content on Insta: Postings from stars, brands and challenges through to personal profiles of friends. They can respond with likes and comments, save content and chat with each other via direct messages (“DMs”). Profiles and posts can contain links that lead to other websites.
Users can create and edit their own posts with filters, emojis and fonts directly in the app. Content is sorted by topic using hashtags. Reels (short TikTok-style videos) can be accessed via the video icon.
At the end of 2023, Meta also launched the Threads social media app in Germany. This is linked to Instagram.
Since around 2025, Instagram has increasingly relied on AI services, offering image editing, for example, but also text creation for posts and hashtags via AI. Connecting with each other is also becoming even more possible via “friends tabs” and location functions.
Young people up to the age of 18 automatically have so-called teen accounts with additional protective functions such as restricted contact options and stricter content filters. The accounts are set to private by default and have an integrated time limit – after 60 minutes of use, young people are asked to exit the app. From the age of 16, young people can relax the restrictions themselves. The “Parental control” function allows parents to monitor and restrict their child’s use. Activation must be approved by the parent and the young person.
Data protection: Instagram should be treated with caution when it comes to data protection for several reasons.
Costs: Instagram is basically free of charge. However, many profiles advertise products that can be purchased with just a few clicks. Ads with corresponding links also frequently appear in the feeds and are difficult to distinguish from real content. Creators and influencers can also offer exclusive content that can be accessed via a paid subscription. Meta has also been offering a subscription model for Facebook and Instagram since 2024: For at least €5.99 per month, the provider promises not to show any personalized advertising. Of course, general advertising is still available – and Meta also continues to collect data.
Inappropriate content: Certain content can be problematic for young people, such as erotic images, dangerous challenges, disinformation or advertising. Influencer business models play a special role here, which young people do not always recognize. Content created using artificial intelligence in particular can contain very problematic content and is difficult for young people to distinguish from real content. This applies to deepnudes or deepfakes, for example, but also to political campaigns.
Communication risks: Functions such as chats and comments harbor communication risks such as being contacted by strangers, hate speech or cyberbullying.
Artificial intelligence: AI is also becoming an increasingly important topic in social networks. It plays a role in several areas:
Despite the official minimum age of 13, there is no effective age check. There are extensive usage and settings options for minors and their parents. You can read a short version of the terms of use at Handysektor and download a flyer with the most important safety information about Instagram for young people from klicksafe.
Parents can link their account with that of their child in the parental control. All setting options can be found on the medien-kindersicher.de website. You can find out how Instagram wants to make the app safer for young people directly on the Instagram website.
Consider together with your child at what age and according to what rules they are allowed to use Instagram. Check the app settings together so that your child can use Instagram as safely as possible. Not all photos must or may be shared with everyone or only with friends. In addition to your own boundaries, it is also important that your child knows and respects the copyrights and personal rights of others.
Talk to your child about communication risks. Show your child how they can block or report other users and explain to them when these functions are useful – for example, if someone insults your child in the comments. Your child should not accept requests from strangers and should use their own data, such as their location , sparingly.
Educate your child about risks such as harmful content, hate speech, disinformation and political opinion making. Also talk about critical behavior of influencers and stay in conversation with your child about one-sided role models and clichés. Stay interested and regularly ask who your child follows on Instagram and who follows them. It is important that your child knows that they can always talk to you if they have an unpleasant experience on the platform.
Children and young people are online every day – in class chats, playing games or on social media. They need guidance and support in their everyday lives so that they can navigate safely. Laws such as the General Data Protection Regulation or youth media protection regulations create important framework conditions. However, it is also crucial that children learn to use media safely and consciously. You will find many articles on our website to help you with this.
How much media time makes sense? What rules help in everyday life? And when does it make sense to have your own smartphone?
You can make clear agreements together and gradually give your child more responsibility. Your own behavior is also important here: Children are strongly influenced by how adults use media. Therefore, use media together as much as possible: watch content together, play games together or talk about it.
Personal data is quickly visible online. Many apps automatically collect information, even from children. This makes it all the more important to check the privacy settings together and handle data consciously. In the articles, you will find out which settings are important, where typical risks lie and how you can help your child to protect their data.
Children and young people can be confronted with stressful situations online, such as insults, false information or unwanted contact. The articles show how you can strengthen your child, recognize signals and react correctly in an emergency. Above all, it is important that your child knows that they can turn to you at any time.
Not all online content is suitable for children, especially on video platforms and social networks. Age ratings and technical protection measures can help, but are no substitute for guidance in everyday life. The articles will help you to better assess content and find a suitable approach together with your child.
A large proportion of media use takes place via messengers, social networks and online games. This can quickly lead to misunderstandings, conflicts or unpleasant situations. The articles show how communication works online and how you can help your child to act respectfully and safely.
AI chatbots, personalized content and new platform functions are now part of everyday life for many children and young people. The articles explain how AI works, where the opportunities lie and which risks you should keep an eye on.
This selection is an introduction. You can find many more articles on apps, games, social media and current trends on our website.
A commercial before a video, a bonus for watching an ad in the middle of a game or an interruption while streaming: advertising is part of everyday life for children and young people today. It is omnipresent and often integrated in such a way that it is barely noticeable.
Advertising on the Internet has been around for a long time. What has changed significantly is how it is integrated today. It no longer just appears alongside content, but directly within it. Children encounter advertising on different platforms at the same time, for example when watching videos, in apps, in games or on streaming services. Many services are free or cheaper because they are financed by advertising. Others offer paid, ad-free versions.
Important: This is about advertising that is displayed directly by platforms, apps or games themselves, not about advertising by influencers where people present products.
Videos on the Internet without advertising have become rare. Commercials run before and during videos, often several in a row or without a skip function. On platforms such as YouTube, these ads can appear several times in succession. There are also overlays in the image and references to paid, ad-free subscriptions.
It is often not clear to children where the actual content begins and where advertising ends. Advertising is often designed in a similar way to videos themselves, fast, colorful and entertaining. Many ads are personalized. They are based on what content has been viewed so far or what users are interested in. The basis for this includes cookies and user profiles that evaluate behavior.
Although special rules apply to content aimed at children, advertising is still displayed. Specially adapted content can therefore be useful for younger children.
Streaming services are also increasingly relying on advertising and, in addition to traditional subscriptions without advertising, are increasingly offering cheaper models with commercial breaks. These appear before or during a movie or series and are reminiscent of television. Here too, advertising can be personalized and based on previous usage data.
Advertising is particularly present in games and free apps. Here, it is often directly linked to usage: Anyone who watches an advertising video receives rewards such as coins, additional lives or new functions. This changes perception. Advertising is not only viewed, but actively used to progress in the game.
In addition, banners, pop-ups or notices about purchases appear within the app. These are often directly linked to the course of the game and can lead to quick spending. Children also encounter advertising in the browser, i.e. on websites, for example in the form of banners, pop-ups or videos that start automatically. These can appear while surfing and are not always easy to close or skip.
Ads also regularly appear in feeds and story areas on platforms such as Instagram and TikTok. They often resemble normal posts, but come from accounts that you do not follow. They are often labeled with terms such as “Sponsored”, for example in the feed or between short videos. These notices are easy to miss, especially for children.
In addition, trends, hashtags and challenges are specifically used by companies to generate attention for products.
Children first have to learn to understand and categorize advertising. Digital advertising makes this even more difficult because it is adapted to media in terms of appearance and content, is very short and entertaining and is integrated directly into games, videos or feeds. There is often no clear distinction between content and advertising. Younger children in particular are therefore often unaware of advertising.
Advertising content is constantly present and often not clearly labeled. Content is interrupted or mixed with commercial elements. Reward systems can lead to children making targeted use of advertising without questioning its purpose. At the same time, direct links quickly lead to purchases within apps or games.
Then there is the use of data: many advertisements are based on information collected about the behavior of users. Not all content is age-appropriate, even if there are corresponding guidelines.
Accompany your child, especially during their first steps in digital media. Explain in concrete terms what advertising is, why it is displayed and how it can be recognized. Use examples from your child’s everyday life, for example when playing games or watching videos.
Talk about the fact that many offers have to earn money, either through advertising or subscriptions.
Check settings together and restrict personalized advertising (if possible), deactivate or protect in-app purchases and use age-appropriate profiles or offers. In most services, advertising cannot be switched off completely, often only individual preferences can be adjusted.
Technical measures can provide support, but are no substitute for guidance.
“A real man doesn’t show any feelings” or “Women only want successful men” – when scrolling through TikTok, YouTube or Instagram, young people come across many ideas about how men or women are supposed to be. Some videos look like harmless dating tips, fitness motivation or lifestyle content. However, they may be based on extreme or oversimplified role models.
A lot of content about relationships, dating or “real masculinity” is circulating on social media. Some creators convey clear rules about how men or women should supposedly be or behave. These are often about success, dominance, attractiveness or traditional roles in relationships. Some of these role models are also used by extremist groups to appeal to young people online.
The term “manosphere” keeps cropping up in this context. This refers to a loose network of online communities that deal with masculinity, relationships and gender roles. The content can be found on platforms such as TikTok, YouTube, Instagram, Reddit or in podcasts.
Many posts initially seem like advice for young men: they should become more self-confident and muscular, earn more money or be more successful in dating. In some communities, however, oversimplified or misogynistic ideas are spread. For example, it is claimed that men are disadvantaged by equality or that they have to be dominant in relationships.
In addition to content like this, there are also trends that show very traditional female roles. In the so-called tradwife trend, influencers present a life as a “traditional wife” who mainly takes care of the household, family and her partner. The videos often appear aesthetic and deliberately staged.
Much of this content is not overtly extremist. Problematic messages about gender roles are often conveyed indirectly or linked to humor, lifestyle or motivation.
Young people deal intensively with questions about identity, relationships and their place in the world. Content about role models can therefore have a major impact.
Some aspects may appeal particularly to young people:
The Tradwife trend can also appeal to young people because it shows a seemingly harmonious life model. Conflicts or inequalities usually remain invisible in such videos. In addition, social platforms often suggest other similar content. This can give the impression that many people think this way.
Some of these videos or posts may contain problematic messages or reinforce extreme role models.
Social network algorithms can also contribute to young people seeing similar content more and more frequently, resulting in a one-sided view of the world.
Young people often come across such content by chance. This makes it all the more important to monitor their media use.
An open conversation about relationships, equality and what young people see on social media can help to critically classify extreme messages.
Events such as wars, natural disasters or political conflicts often dominate news coverage for days on end. Children hear about these topics – through conversations at home, at school or on the internet. However, much of the information is difficult to understand or frightening. How can children be introduced to news in an age-appropriate way?
Children should learn to understand the world. However, many news formats for adults are too complex or show images of violence or disasters that can overwhelm children. What’s more, false reports and highly simplified or distorted representations spread quickly on the internet. Information can be shared via social media or messengers in particular without being classified. It is often difficult for children to recognize whether a message is really true.
Age-appropriate guidance is therefore important. Parents can help to classify what they have seen – and select suitable, safe offers.
When it comes to stressful topics such as war or armed conflicts, children need special support and a good understanding from adults.
There are various news services on the Internet especially for children. They use simple language, clear explanations and do not use particularly distressing images.
Recommended offers:
The children’s search engine fragFINN.de helps to find trustworthy children’s offers on the Internet. The search results are editorially checked and filtered according to age.
Some children prefer listening to the news to watching it. Podcasts can be a good alternative. Especially when images of crises or disasters could be stressful.
Recommended podcasts:
Young people often find information via social networks. News appears there in the feed between entertainment videos, memes or posts by influencers. As a result, it is not always immediately clear whether information comes from a journalistic editorial team or is merely a personal opinion.
Reputable offers therefore try to reach young people directly on the platforms they use anyway.
Examples:
Even child-friendly news can be unsettling. Some children react curiously, others quickly become worried. It is not only the media on offer that is decisive, but also the guidance provided by adults.
News about war, violence and armed conflicts shake us all. What adults often find hard to comprehend is usually even harder for children to understand. Keeping children away from the latest news is almost impossible. This makes it all the more important to accompany children and give them security. We provide suggestions for dealing with stressful news and present media formats suitable for children on this topic.
Children often get more than adults think. It is therefore important to take their questions seriously and respond to their feelings. If children can talk about their worries, it helps them to process the experience better. Comfort your child and show them closeness, for example by giving them a hug – this provides security in difficult moments.
Younger children process things that occupy them in play or by drawing a picture. If your child doesn’t do it on their own, you can encourage them to do it and join in. Expressing yourself in pictures or text can also be a great way for older children and teens. But conversations and concrete information are also important for them. Show your child age-appropriate offerings and alert him or her to possible misinformation. Encourage your child to show you if they are sent scary pictures and videos via social media or Messenger and talk to them about it.
When children hear news about war, it can make them feel insecure. Younger children especially need the reassuring message that they are safe and that adults care about their protection. Explain to your child that the war is far away and that many people and organizations are working to create peace. Show your child that they are not completely helpless, but that there are ways to do something good. Think together about how you can help, for example by organizing a fundraising campaign or taking part in a peace project at school or in the neighbourhood. This will show your child that you don’t just have to be afraid in difficult situations, but that you can contribute something yourself.
Even as an adult, you have the right to be overwhelmed with the situation and the news. You do not have to be able to answer all the questions. Be honest with your child and show your ignorance or feelings in connection with the events in war zones. It is important that you do not avoid the topic.
In our article “News for children and young people” you will find tips on how to deal with news in general and links to age-appropriate offers.
We recommend the following formats for parents and children on the subject of armed conflicts and war:
Even if stressful news is unsettling, you can give your child security and guidance with attention, closeness, open conversations and access to age-appropriate news formats.
Children and adults often use media differently and discover other exciting aspects of it. A joint media project offers the opportunity to share these perspectives and learn from each other. Sometimes children even show their parents how something works. And it becomes clear: media is more than just watching videos or listening to music!
Instead of just consuming media, you can get creative with your family. Smartphones and tablets, which can be found in many households, have a camera, microphone and simple apps that you can use to quickly implement your own projects. By trying them out together, you and your child will learn how the devices work. At the same time, your child will experience how media is created and that this requires ideas, planning and a little patience. Even kindergarten children can create simple animated films or photo stories and discover their own strengths in the process.
With our do-it-yourself media series, we offer you ideas for media projects at home. The aim is to promote creativity and actively experience digital media together – for example with radio plays, explanatory videos, virtual reality or making projects.
The website kinder.jff.de of the JFF – Institute for Media Education offers child-friendly instructions for creative media projects in the family. You can go on a photo safari with your smartphone or tablet, create a QR code rally, develop a children’s cookbook and much more. Short video instructions make it easy to get started straight away and show step by step how you can actively use apps and devices at home with your child aged three and over.
In the TüftelLab you will find practical ideas for getting creative with your child at home – from making, coding and robotics to artificial intelligence (AI), video and animation. For children of primary school age and above, there are projects where you can try out, build and design together step by step. The TüftelLab provides a wide range of materials, instructions and digital learning content to make it easier to get started and awaken a desire to tinker.
The NRW family portal shows what opportunities media offer for the further development of skills. Use the site as a box of ideas to develop small media projects with your child. Choose a topic together and immerse yourself in media production. You can find detailed instructions in the NRW media box: there are self-learning offers and online courses on audio, video and AI.
On Elternguide.online you will find even more ideas on how you can actively use media at home with your child. Take a look – we hope you and your child enjoy trying them out!
Anyone who thinks that 360° photography or virtual reality (VR) is only possible with expensive technology is wrong. We will show you how you and your child can have your first VR experiences easily and inexpensively and introduce you to suitable digital platforms and applications.
It doesn’t have to be expensive VR glasses. For many purposes, a smartphone or tablet is enough. Google ‘s applications are particularly practical for trying out for the first time. Is there a place your child has always wanted to travel to? Search for it together on Google Maps, e.g. Niagara Falls. Go to “Photos” and select the “Street View & 360° photos” category. You can now view the location from all sides by swiping your finger to the right and left, up and down on the photo.
To really immerse yourself in virtual worlds, VR goggles would be great. They can be made easily and for little money from a pizza box, for example. These glasses are called a cardboard. And crafting and painting such your very own VR glasses is fun too! You can find out exactly how this works in these instructions from mein-guckkasten. You can also order the optical lenses you need for the VR glasses for a few euros on this page.
The free app Google Cardboard guides you step by step through setting up the VR glasses and shows the first short VR examples that are ideal for trying out. Start the app together with your child, place the smartphone in the goggles you have made and go on a journey of discovery!
Video platforms like YouTube offer a large number of 360° videos. With Cardboard glasses and the YouTube app, you can travel into space with your child or dive with sharks in the Caribbean ocean with just a few clicks. Search for “360 video” or “360-degree video VR glasses”, for example.
Further content such as VR videos and VR games can be found in many apps in the Google Play Store or Apple App Store, for example using search terms such as “Cardboard VR”, “360 VR” or “VR Games”.
There is a lot of content and games for VR goggles – but not all of them are suitable for every age suitable for all ages. For example, you can also find first-person shooter games in the app stores and 360° videos of natural disasters on YouTube. Weigh which apps and games are beneficial, but which may scare your child. If your child is younger or still inexperienced, only use such apps together. This way, you can intervene in good time if necessary.
It takes a moment to get used to looking through the VR glasses, as the brain first has to superimpose the two images that a smartphone displays in VR mode. Sometimes it helps to move the smartphone in the glasses slightly to the left or right so that it fits. Some people also get “seasick” when they put on VR glasses. This is what you should look for in your child. For starters, it is best to choose such content that does not contain movements and fluctuations. For other content, it can help to move along with the image or video.
Precisely because the virtual environment can feel so real with VR glasses, the addictive potential is greater for children than for adults. In general, immersion in virtual worlds with VR glasses is only recommended for children aged 10 and over. Accompany your child’s VR experiences and limit their time. Start with short units and slowly approach the technology together. Start by looking at photos before trying out videos or games.
You don’t have to limit yourself to ready-made VR experiences, you can also create your own content! Delightex Edu, for example, is a learning platform on which children and young people can create virtual 3D and VR worlds – directly in the browser and without any programming knowledge. For example, they can build digital exhibitions, learning spaces or interactive stories. This is a fun way for your child to learn how virtual environments work. Your child can build the virtual worlds visually by placing objects using drag-and-drop and assembling functions using simple building block editors (visual coding). The tool can be used via a browser or as an app (Android, iOS, Microsoft). The basic version is free of charge. Delightex Edu is available in different levels of difficulty and is suitable for children from around 3rd grade. Instructions are provided by TüftelLaB.
