Have we ever seen a young child who cannot yet read fluently but is\nalready very adept at opening YouTube? Or a child who does not fully\nunderstand the real world but is already accustomed to scrolling on a\nmobile phone for hours? Such scenes are no longer unfamiliar. At home,\nin eateries, on public transport, even during family gatherings, gadgets\nare often present as a \u2018close friend\u2019 to today\u2019s children.<\/p>\n
Technology has indeed become a part of daily life that is difficult\nto separate. It serves as a communication tool, a source of information,\na medium for entertainment, and even a means of learning. Children can\nlearn letters, numbers, colours, languages, songs, and various new\nknowledge through screens. However, behind all this convenience, an\nimportant question arises that must not be ignored: are children truly\nready to face the digital world? Or are they merely skilled at using\ntechnology without yet being able to understand the risks that accompany\nit?<\/p>\n
This question is crucial because children are not just using\ntechnology; they are growing up in an environment shaped by it. Moore\n(2019) explains that today\u2019s children live in a technology-saturated\nenvironment, so their behaviour and values can be influenced, both\ndirectly and indirectly. In other words, technology is not merely a tool\nbut also part of the social space that shapes how children think,\nbehave, learn, and interact.<\/p>\n
Therefore, the role of parents becomes extremely important. It is not\nenough for children to simply be taught how to operate a gadget. They\nalso need guidance to understand boundaries, ethics, safety, and\nresponsibility in using technology. In the digital era, parents cannot\nmerely be supervisors who prohibit and restrict. Parents need to become\na compass that helps children find direction.<\/p>\n
Children Growing Up with Screens<\/p>\n
Today\u2019s children are growing up in an environment vastly different\nfrom previous generations. If childhood was once filled with playing\noutdoors, running with friends, listening to stories directly from\nparents, or interacting face-to-face, now some of those experiences have\nbegun to shift into digital spaces. Gadgets have become a gateway for\nchildren to learn, play, watch, and get to know the outside world.<\/p>\n
Data from the Central Bureau of Statistics (BPS) in 2022 shows that\napproximately 33.44% of early-age children in Indonesia have used a\nmobile phone, and 24.96% of them have already accessed the internet. By\nage group, mobile phone use among children aged 0\u20134 years reached 25.5%,\nwhile among those aged 5\u20136 years it rose to 52.76%. Meanwhile, internet\naccess in the 0\u20134 age group was 18.79%, and in the 5\u20136 age group it\nreached 39.97%.<\/p>\n
These figures indicate that technology has entered children\u2019s lives\nfrom a very early age. This cannot be viewed simplistically. Children\nwho are familiar with gadgets from a young age may indeed appear to\nadapt to technology more quickly. They can open applications, select\nvideos, play games, or find digital entertainment with ease. However,\nthe ability to operate a device is not always equivalent to the ability\nto understand technology.<\/p>\n
Ulfah (2020) asserts that the assumption that children are \u2018digital\nnatives\u2019 is not entirely accurate. Children\u2019s ability to use technology\nis influenced by various factors, such as parental education, family\neconomic conditions, and the extent to which children receive guidance\nin using digital media. Children from families with better access and\naccompaniment tend to have a better understanding of the risks of\ntechnology use compared to children who are only introduced to digital\ndevices as entertainment.<\/p>\n
This means that children may appear proficient in using gadgets, but\nthey do not necessarily possess adequate digital literacy. They may know\nhow to open an application but may not be able to distinguish between\nappropriate and inappropriate content. They may be able to communicate\nonline but may not understand the ethics of interacting in the virtual\nworld. They may be able to watch many things but may not be capable of\nfiltering true and false information.<\/p>\n
This is where parental guidance becomes absolutely necessary. The\nearlier children are exposed to technology, the greater their need for\ndirection, boundaries, and values that help them use technology in a\nhealthy manner.<\/p>\n
Technology: An Opportunity That Needs Direction<\/p>\n
Technology should not be immediately regarded as a threat. If used\nappropriately, technology can actually provide benefits for children\u2019s\ndevelopment. In the context of education, technology can make the\nlearning process more engaging, interactive, and easier to understand.\nChildren can learn to recognise letters, numbers, colours, languages,\nand various basic concepts through enjoyable digital media.<\/p>\n
The use of technology such as smartboards, Apple TV, 3D printers,\neducational applications, and interactive learning media can encourage\nchildren to be more active in learning. Technology can also help\nchildren develop problem-solving skills. Through educational games or\ninteractive media, children can learn to solve challenges, develop\nstrategies, think critically, and pursue goals systematically.<\/p>\n
Furthermore, technology can introduce children to future skills. When\nchildren are introduced to technology appropriately, they are not just\npassive users but can be directed to become creative individuals.\nChildren can learn to create designs, music, educational videos, simple\ncoding, or other digital works. Kuntarto and Prakash (2020) explain that\ndigital literacy in children is important to help them understand, use,\nand develop digital skills more productively.<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/children-gadgets-and-parents-raising-a-digital-generation-without-losing-direction-1782140027", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }