Analyzing the collected data revealed detailed responses from the study participants. Through a thematic technique centered on critical inquiries, participants in the study provided myriad perspectives. First, there was consensus on the educational use of the Internet, though some also revealed entertainment and communication as consequential motivations. Most respondents recognized its vital role and impact in encouraging safer online experiences for children through parent-child communication. Noteworthy was the focus placed by participants on imbuing confidence in children as a crucial aspect of assuring their online security. Besides, participants highlighted specific limitations on the types of websites and content considered appropriate for their children. The study further revealed co-watching as a practical strategy for supervising children's internet use. Participants also suggested different mediation techniques such as surveillance, monitoring, time limits, and imposing constraints on content access.
1. Why does your child use the internet?
The first question explores the parents' perceptions about internet use among their children. The primary purpose of the first question is to comprehend what participants perceive about their children’s internet use. Notably, Milani et al. (2009) argued that the internet has exponentially expanded during the last fifteen years, leading to increased global use. People under eighteen are especially attracted by its interactive nature, which provides unique prospects for social interaction. Individuals can preserve obscurity and develop a sense of belonging and social approval. However, media researchers, analysts, and behavioral scientists link this use with different concerns, including dependence, addiction, social isolation, and others. According to Radesky and Hutchinson (2016), children use the internet for different purposes, including exposure to information and new ideas, encouraging community participation, increasing awareness about recent events, and helping academic endeavors. Hence, the gathered data indicated three themes.
Sub-theme 1- Education
Reid Chassiakos et al. (2016) Their research examined the significant increase in internet use over the past decade. They emphasized that while these newer types of media offer benefits, they also pose risks to the well-being of children and adolescents. The advantages include early learning prospects, exposure to myriad ideas and knowledge, improved social interaction and support networks, and better access to health-related information. Thus, the first sub-theme generated from the gathered data indicated that most study participants revealed education as one of the prevailing reasons behind internet use among their children. According to Participant 1,
"My children use the internet, but I supervise their activities and provide active guidance. However, their internet use mainly revolves around educational pursuits. Internet use should primarily focus on education and learning. It is a need of the day, you know."
Ansari and Khan (2020) empirically assessed internet use among Indian children. Data collected from 361 individuals showed that internet use mainly revolved around communication with instructors and peers and knowledge sharing. The study emphasized the educational use of the Internet among children. Another study by Cino et al. (2022) investigated predictors of internet use among children from ten European countries. Using multi-group structural equation modeling, researchers determined perceived social and digital skills as critical factors affecting internet use among children in these countries. Also, parental mediation and motivation were associated with factors affecting children's internet use patterns. However, some participants also indicated that increased internet use for educational purposes is associated with challenges raised by COVID-19. As argued.
“My kids use the internet for educational purposes, particularly since the beginning of the COVID-19 pandemic, to continue their educational endeavors. They engage with educational content in the mornings and work on assignments afterward. Also, they have started using the internet for communication with their teachers and class fellows, particularly due to the challenges posed by the pandemic."
These responses emphasized that internet use is widespread among children in all participant groups. As per Good (2015), technology has become a standard means for children to gratify their educational and social media requirements. Internet use is increasing, especially as parents become more tech-savvy and interested, suggesting that children depend on their parents for suggestions on internet use.
Sub-theme 2- Entertainment and Communication
The second sub-theme generated from the acquired data involved using the internet for entertainment and communication. Participants revealed gaming and watching entertainment-based content as the primary reasons behind internet use among their children. For example, participant 11 revealed that.
“My child contends with the internet, especially for gaming, watches YouTube for entertainment, and uses social media platforms to learn arts, sketching, and crafts. Besides gaming, they also enjoy chatting with their peers."
Froment et al. (2017, p. 126) Also, highlight the internet's transformative impact on communication and information sharing. In today's digital landscape, online platforms allow children to stay connected and obtain new knowledge. Improved access to information and communication positively affects children's engagement with the Internet. Also, the unobstructed flow of information and the freedom of expression across different platforms are necessary appeals for children and adolescents, leading to frequent daily internet usage. However, some participants in the current study also attributed this use to increase after COVID-19. According to participant 5 and participant 10,
“My children use social media mainly for communicating with peers, friends, and cousins to discuss and interact, particularly after the COVID-19 pandemic increased internet use among them. They are involved in gaming and communication activities, and although online classes have resumed, communication remains a predominant activity.”
(Participant 5)
“Yes, my children utilize the internet daily for many hours, engaging in different activities. They use it for entertainment and communication, despite the purpose may vary depending on the occasion. When schools are shut, they mainly use it for educational purposes, while during physical school attendance, it's primarily for entertainment. I provided them with my mobile device for watching online content. Also, I bought a personal tablet for them, but it stopped functioning. As a result, they now depend solely on my mobile for internet use.”
(Participant 10)
These responses are consistent with the augmentation by (Bhatia et al., 2021), indicating an increased internet use among children. Bhatia et al. (2021) further analyzed literature using the United Nations INSPIRE framework. Their results showed that changed circumstances led to increased screen time and high online risks among children, thus implying that the pandemic is one of the leading reasons behind increased internet use among children.
Sub-theme 3- Video Surfing
Furthermore, the third sub-theme revealed a variety of platforms preferred by children, with social networking sites standing out due to their blend of educational content and digital entertainment. Consistent with Prier's (2020) argumentation, these platforms offer a virtual space where young users can access desired content facilitated by easy navigation, visually appealing material, and interactive features. Thus, participants shared details regarding their children's preferences. For instance, participant 4 argued that.
"My children like using different platforms. However, YouTube is commonly preferred. Despite variations, YouTube emerged as a preliminary choice for many children, offering diverse content such as gaming, vlogs, makeup tutorials, crime case studies, and educational material. Gaming platforms and celebrity content also attract children's interests, with some parents reporting their children's engagement with Minecraft, Roblox, and celebrity-related content.
According to Ahmad et al. (2018), online platforms like YouTube significantly shape children's social and psychological experiences through exposure to information, education, and entertainment-based content. The impact of internet use on children is affected by factors such as their home environment, age, gender, and experiences.
Participant 7 similarly highlighted that.
"My kids spend almost two hours daily on social media since I am a working woman, and my children can hold the mobile and use it. They mainly enjoy YouTube, especially for its games-based content and games on Google-based platforms."
Consistent participant 5 argued that.
"I have noticed that my child enjoys watching vlogs, makeup tutorials, and searches for crime case studies on YouTube. A broad range of content is available on YouTube, including educational, informative, and entertainment-based videos. She serves roughly 2-3 hours daily to engage in these activities."
Therefore, gathered responses indicated the content children consume, including cartoons, cooking videos, art and craftwork tutorials, and poems on YouTube Kids. Daily usage ranged among households, with children typically spending a few hours engaging with online content within parental limits. These insights highlight the multifaceted nature of children's online media consumption and the diverse platforms and content that attract their interest.
2. How do you communicate with your child about the risks associated with internet use? Which types of risks do you discuss with them?
The second root question was focused on discussing the importance of open communication and highlighting possible risks associated with Internet use. These responses align with the argument Livingstone and Helsper (2008), emphasizing parent-child communication as a critical factor in mitigating online hazards for children. Participant 6 noted,
Sub-theme 1- Frequent Communication
Participants highlighted the importance of frequent communication concerning internet use with their children. They discussed content suitability, religious beliefs, and possible harms and benefits. Participant 1 said,
“I engage in conversations with my children, underlining Islamic teachings and discussing the content they consume. I motivate them to discuss any unusual exposures.”
Participant 2 emphasized their daily conversations about internet use with their children, where the family actively talks about appropriate behavior and content. Participant 9 highlighted the importance of addressing the possible health effects of disproportionate internet use in daily conversations.
“We have almost daily conversations about internet use with our children. They frequently share their experiences with me spontaneously. They also communicate with each other, and I actively participate in these discussions. I highlight the importance of bypassing inappropriate language and content, especially in our Islamic beliefs. My husband also supports this message by deterring them from watching videos containing gaming and improper language. We must guide and educate them in this regard.”
Nguyen et al. (2022) explored the parent-child relationship, explicitly focusing on communication concerning internet use in Vietnam. The findings showed that the parent-child relationship was characterized by three main factors: stability (78.2%), deterioration (7%), and progress (14.8%). Parent-child communication contained topics such as household chores, future aspirations, and education. Also, interactive online activities that fostered two-way communication, such as parents supporting their children using the internet, positively affected the parent-child relationship.
Participant 7 further revealed using relevant examples and case studies with their children to explain the risks associated with extreme internet use, including its effect on physical health. Participant 4 similarly emphasized the significance of discussing the pros and cons of Internet use, including its effects on physical and mental health. As argued.
“I often discuss their internet usage with my children. We discuss different advantages and disadvantages, including its possible impacts on physical and mental health. It is essential to inform them about the effects of their internet usage.”
Consistent with the acquired results, (Boyd & Hargittai, 2013) highlighted the importance of parent-child communication as a possible strategy for facilitating safer internet use. In another study by (Greyson et al., 2023), the researchers investigated the internet use and online safety practices of 113 young parents residing in British Columbia, Canada. The findings showed that the parents' preliminary online safety concerns revolved around personal safety and managing their children's online privacy and digital image. These concerns highlighted their dual responsibilities, blending worries about their online reputation and data management with the obligation to protect and maintain their children's privacy and security.
Sub-theme 2- Building Confidence
As noted by Tennakoon et al. (2018), existing research indicates that parents usually use evaluative strategies when discussing internet content with their children, especially those with a flexible parenting style. On the other hand, parents with authoritarian or negligent styles tend to resort to restrictive measures. Thus, the second theme derived from the collected responses centered on "confidence building." Participants highlighted the significance of cultivating confidence in their children concerning internet use. Participant 5 articulated,
"I firmly believe in encouraging children's confidence and entrusting them to evaluate their internet use. It is important because it allows them to distinguish between right and wrong. I have trained my youngest child to abstain from prolonged internet use and to play age-appropriate games. My eldest daughter can use Instagram, WhatsApp, and Snapchat for communication. I know she also watches dramas on YouTube, and I permit it. I am informed about everything she does, and if she wants to join or use a platform, they must seek permission first."
Rudi et al. (2015) also highlighted the importance of "conversation orientation," which mirrors the degree to which parents encourage an environment that facilitates interaction among family members at all levels (p. 3). This concept holds significance as it affects psychosocial and behavioral outcomes, especially in children. A higher conversation orientation promotes confident communication between children and parents, decreasing conflicts and increasing trust within the family dynamic. Therefore, participant 9 reflected the sentiment, emphasizing confidence as a fundamental aspect of ensuring their children's online safety. They remarked,
"I firmly believe in instilling enough confidence in children so they feel comfortable discussing matters with us. Unfortunately, sometimes we cling too closely to cultural norms, which may inadvertently cause children to feel scared and hide things from us."
These results are consistent with the argumentation by Modecki and Goldberg (2022, p. 1673) as they argue that the digital world amplifies concerns related to parenting and parent-child communication. While parent-child communication has always been a substantial matter, its importance has been further emphasized, especially following Rachel Klein's article in The New Yorker about "limiting your child's screen time." Klein links screen time with internet use and activities, acknowledging its advantages and concerning aspects. Klein points out children's difficulties in self-monitoring while using the internet, highlighting the need for parents to prioritize effective communication with their children to ensure secure and healthy internet use.
3. What are the mediation techniques you employ to ensure children’s online safety?
The third theme explored participants' preferred techniques for monitoring their children's internet use. This preliminary theme was then extended by three questions, generating sub-themes based on the collected data. This theme aimed to determine the specific strategies participants used to protect their children's online safety. Notably, extensive research on children and media has shown different ways parents control, manage, and supervise its use by children (Kirwil, 2009). However, with the expanded preponderance of the internet, attention has shifted towards concerns regarding its use among children. During the early television era, parents mainly preferred restricting media exposure among children, besides other strategies involving describing content, communicating opinions, and watching television together (Kirwil, 2009).
Sub-theme 1- Strict Time Limit and Activities
Existing research outlines two consequential types of parental mediation: restrictive and enabling. Restrictive mediation involves setting limitations and rules while allowing mediation focuses on informing and guiding children about possible online threats and strategies to address them (Livingstone & Ólafsson, 2017). Consequently, the first theme underlined that many participants had enforced strict time limits on their children's Internet use. These limits are implemented daily and weekly, and participants commented on their children's compliance with these restrictions. Participant 4, for example, mentioned,
"I've set time limits, but they vary based on age. My youngest child is restricted to 30 minutes of online gaming. Older ones are permitted to use their devices after completing their studies, but they must keep their phones on mute to avoid excessive use."
Furthermore, participant 4 indicated their restrictions, stating,
"I've trained my eldest child to avoid interactions with strangers and only to add classmates to their account. They're also forbidden from viewing irrelevant material, even if it emerges accidentally. Besides, they're not permitted to download games."
Participant 7 reflected similar sentiments, highlighting the importance of entrusting children to evaluate their online activities. They described,
"I prioritize improving my children's confidence and motivating them to evaluate their internet use. My youngest child is restricted in internet use and only permitted age-appropriate games. My eldest daughter has permission for Instagram, WhatsApp, and Snapchat, which I monitor closely. I'm aware of her online activities and ensure she complies with the agreed-upon rules."
Padilla-Walker and Coyne (2011) also emphasize parental mediation's close correlation with parents' perceptions of their child's ability to self-regulate their internet use and content selection process. Through empirical examination, Padilla-Walker and Coyne (2011) examined parental mediation's role in adolescents' internet use. Their results showed that parents who perceive their children as having strong self-regulation abilities are more prone to adopt a flexible approach than those who perceive their children as having weaker self-regulation skills (p. 17).
However, Participant 3 articulated gender-specific restrictions, stating,
"We restrict access to age-inappropriate websites and motivate reliable use of platforms like Facebook. While they use Snapchat and Instagram, they are cautioned against accepting friend requests from strangers. Girls face stricter regulations, and I regularly scrutinize their online interactions to mitigate possible risks."
The findings based on gender-specific restrictions are consistent with the argumentation by Blumross and Livingstone (2020). As noted, female children tend to experience more stringent meditation than boys. However, Ho et al. (2020) stated that online threats negatively correlate with restrictive and active mediation strategies. Accordingly, parents can facilitate safe internet use among children by executing effective mediation methods.
Sub-theme 2- Watch YouTube Content Together
Concerning the second sub-theme, participants preferred co-watching YouTube-based content with their children as a monitoring mechanism to decrease the risk of exposure to inappropriate online material. Participant 5 mentioned,
"We co-watch with my children to evaluate the content, ensuring it's positive and encourages personal growth. YouTube is my children's favorite, so we frequently watch together."
Similarly, participant 4 shared their experiences,
"I often watch comedy videos and vlogs on YouTube with my children. We also enjoy movies together and stay connected on WhatsApp. Joining them in games helps me monitor their activities."
As noted by Bayraktar (2017), monitoring is a critical component of parental mediation, usually perceived as a distinct dimension instead of merely a subset of restrictive mediation. While some researchers view monitoring as part of restrictive mediation, others define it separately, including supervising children during internet use, checking their email accounts, and actively managing their content consumption and online activities. This distinction emphasizes parents' proactive role in guiding and regulating their children's online experiences, emphasizing the significance of monitoring as a distinctive dimension of parental mediation. Participant 10, however, mentioned selective co-watching based on personal preferences,
"I sometimes watch movies and listen to songs with them when I'm free. I'm not into gaming, so I skip those sessions but enjoy movies and songs on weekends."
In distinction, participant 3 mentioned active monitoring over co-watching, stating,
"I occasionally watch YouTube content with my children but mostly scrutinize their online activities closely. Their gaming setup is observable, and I trust my daughter to avoid inappropriate content due to our open communication."
Their study Caivano et al. (2020) also examined parental perceptions and awareness of internet risks and monitoring practices in Canada, focusing on parents of children at the elementary and secondary school levels. The results showed that parents express concerns about online risks and prioritize monitoring their children's online activities. Therefore, the literature indicates that monitoring is widely recognized as a fundamental aspect of parental mediation. The advantages of monitoring include declining risky online behavior and instances of victimization (p. 31). Increased monitoring levels are linked with increased parental concerns and contribute to promoting safer internet use among children (Bleakley et al., 2016).
Sub-theme 3- Parents’ Personal Online Habits
In today's increasingly technology-driven world, where technology is adopted and used for different purposes, parents' understanding of technology can entrust them to choose and implement solutions that enable secure internet use among children (Chandrimaa et al., 2020). These findings imply the behavioral imitation among children highlighted in the study by (Rahman & Farzana, 2019) under the social learning theory. Some participants also emphasized the importance of parents' own online media engagement in encouraging online safety for their children. Participant 2 shared their viewpoint,
"I enjoy movies on platforms like Disney Hotstar, including Marvel films and cooking shows. I sometimes watch with my children while I don't always sit with them. I believe that what I watch affects their preferences. Parents' internet activities are influential and beneficial for children."
These findings are compatible with the argumentation by Venkatesh et al. (2019), revealing that parents' online habits are directly correlated to children's internet usage. Participant 9, on the other hand, highlighted co-watching as a preventive measure against exposure to indecent content.
"We occasionally sit with my child to monitor their viewing and ensure they watch appropriate content. We enjoy watching cartoons together. Sometimes, age-appropriate content may lead to obscene material, so we watch together to avert it. It's important to set an example through our online habits. When my kids see me watching particular content, they follow suit."
Likewise, participant 1 mentioned supervision and occasional co-watching as effective strategies,
"I don't always sit with my child but supervise their activities. However, their father usually watches dramas and cartoons with them, promoting a sense of shared online experiences."
As noted by Uhls and Rob (2017), co-watching is watching media content alongside children; it is not a uniform practice but encompasses a range of parental involvement levels. The extent and way parents are involved in co-watching with their children can vary significantly, ranging from extensive participation to minimal influence.
Sub-theme 4- Parental Locks
A study by Kruistum and Steensel (2017) examined the methods and motivations behind parental mediation of children's internet use. Drawing on the concept of "tacit knowledge," the researchers determined three basic mediation approaches: space, regulation, and guidance. Their results also showed seven core values associated with parental mediation, highlighting the importance of encouraging freedom, balance, and protection in explaining why parents mediate their children's internet use.
Participant 9 emphasized using parental locks as a pivotal additional measure to protect their children's online activities. They stressed depending on parental locks to manage time and monitor browsing history, considering them highly effective for securing their children's internet use. As argued.
"I depend only on parental lock as an extra measure to manage my children's internet use. I can set specific time limits and monitor their browsing history using parental lock features. I find these locks highly effective and responsible in ensuring the safety of my children's internet activities."
Similarly, participant 9 shared the practice of checking weekly emails as an effective strategy to supplement their approach with parental locks. They explained that these emails provide insights into their children's screen time and activities, recognizing their usefulness and conveying concern about their effectiveness as children acquire more autonomy with personal devices.
"We regularly check our children's weekly online activity through email notifications. These emails provide insights into their screen time and their activities. While I believe these actions are somewhat effective, I am concerned that as children grow older and gain personal devices, such monitoring techniques may become less impactful."
Consistent with the concerns highlighted in the current research, Dulkadir Yaman and Kabakçı Yurdakul (2022) argued that the selection of mediation strategies is affected by parents' perceptions of internet use and the possible risks to their children. Their survey, which included 9851 parents from 26 provinces across Turkey, showed increased parental concerns concerning children's internet use. The preceding motivations for parental mediation included addressing excessive screen time, protecting children from detrimental or inappropriate content, and protecting against websites that might compromise personal information.
Participant 2 stated,
"I use communication, co-watching, setting examples with my internet use, and keeping direct contact with their peers and parents. I regularly inspect their phones to ensure they are not locked and implement time limits. I restrict mobile phone use at night and ensure phones are kept away from them. The most effective measures for me are controlling their phone use and setting a time limit. The most effective measures for me are controlling their phone use and setting a time limit. Google's parental monitoring lock has been incredibly helpful. I monitor their activities for their well-being."
Thus, apart from communication and confidence building as primary strategies, different parental locks are highlighted as an additional activity to ensure safe internet use among participants. The relevant approach is known as tacit mediation, which includes parents using different technical locks, i.e., website blockers and software, to ensure safe internet use among their children (Pasha et al., 2022). Existing research in parental mediation suggests different techniques such as monitoring, communication, time, and content limits (Chandrimaa et al., 2020; Kruistum & Steensel, 2017b; Livingstone & Helsper, 2008; Meeus et al., 2018). However, the effectiveness of these techniques ranges based on individual children and family dynamics.
Practical Recommendations
Based on the study's findings, several practical implications emerge for parents concerning their children's internet use.
- Parents should identify why their children use the Internet for educational purposes, entertainment, and peer communication. Apprehending these motivations can help parents determine their approach to monitoring and directing their children's online activities effectively.
- Given the preponderance of educational content online, parents can motivate their children to use the Internet for educational purposes. Providing access to educational resources and overseeing their children's online learning activities can encourage positive internet use habits.
- Establishing open communication channels with children about the hazards associated with internet use is critical. Parents should engage in frequent discussions with their children about online safety, content suitability, and the possible consequences of excessive internet use on their well-being.
- Parents should instill confidence in their children to steer the online world responsibly. Parents can encourage independence and self-regulation by entrusting children to assess their internet use and make informed decisions.
- Different monitoring techniques, i.e., setting time limits, co-watching content with children, and employing parental locks, can help parents effectively supervise their children's online activities. Routine monitoring helps parents to mitigate possible risks and guide their children toward safe internet use practices.
- Parents' own online behaviors significantly influence their children's internet usage patterns. Parents can develop positive examples and encourage healthy internet use habits by showing responsible online habits and actively participating in their children's online activities.
- Employing parental locks and technical solutions can further protect children's online safety. Executing such measures allows parents to manage and control their children's internet access while keeping a safe online environment.