Children, Gadgets, and Parents: Raising a Digital Generation Without Losing Direction
Have we ever seen a young child who cannot yet read fluently but is already very adept at opening YouTube? Or a child who does not fully understand the real world but is already accustomed to scrolling on a mobile phone for hours? Such scenes are no longer unfamiliar. At home, in eateries, on public transport, even during family gatherings, gadgets are often present as a ‘close friend’ to today’s children.
Technology has indeed become a part of daily life that is difficult to separate. It serves as a communication tool, a source of information, a medium for entertainment, and even a means of learning. Children can learn letters, numbers, colours, languages, songs, and various new knowledge through screens. However, behind all this convenience, an important question arises that must not be ignored: are children truly ready to face the digital world? Or are they merely skilled at using technology without yet being able to understand the risks that accompany it?
This question is crucial because children are not just using technology; they are growing up in an environment shaped by it. Moore (2019) explains that today’s children live in a technology-saturated environment, so their behaviour and values can be influenced, both directly and indirectly. In other words, technology is not merely a tool but also part of the social space that shapes how children think, behave, learn, and interact.
Therefore, the role of parents becomes extremely important. It is not enough for children to simply be taught how to operate a gadget. They also need guidance to understand boundaries, ethics, safety, and responsibility in using technology. In the digital era, parents cannot merely be supervisors who prohibit and restrict. Parents need to become a compass that helps children find direction.
Children Growing Up with Screens
Today’s children are growing up in an environment vastly different from previous generations. If childhood was once filled with playing outdoors, running with friends, listening to stories directly from parents, or interacting face-to-face, now some of those experiences have begun to shift into digital spaces. Gadgets have become a gateway for children to learn, play, watch, and get to know the outside world.
Data from the Central Bureau of Statistics (BPS) in 2022 shows that approximately 33.44% of early-age children in Indonesia have used a mobile phone, and 24.96% of them have already accessed the internet. By age group, mobile phone use among children aged 0–4 years reached 25.5%, while among those aged 5–6 years it rose to 52.76%. Meanwhile, internet access in the 0–4 age group was 18.79%, and in the 5–6 age group it reached 39.97%.
These figures indicate that technology has entered children’s lives from a very early age. This cannot be viewed simplistically. Children who are familiar with gadgets from a young age may indeed appear to adapt to technology more quickly. They can open applications, select videos, play games, or find digital entertainment with ease. However, the ability to operate a device is not always equivalent to the ability to understand technology.
Ulfah (2020) asserts that the assumption that children are ‘digital natives’ is not entirely accurate. Children’s ability to use technology is influenced by various factors, such as parental education, family economic conditions, and the extent to which children receive guidance in using digital media. Children from families with better access and accompaniment tend to have a better understanding of the risks of technology use compared to children who are only introduced to digital devices as entertainment.
This means that children may appear proficient in using gadgets, but they do not necessarily possess adequate digital literacy. They may know how to open an application but may not be able to distinguish between appropriate and inappropriate content. They may be able to communicate online but may not understand the ethics of interacting in the virtual world. They may be able to watch many things but may not be capable of filtering true and false information.
This is where parental guidance becomes absolutely necessary. The earlier children are exposed to technology, the greater their need for direction, boundaries, and values that help them use technology in a healthy manner.
Technology: An Opportunity That Needs Direction
Technology should not be immediately regarded as a threat. If used appropriately, technology can actually provide benefits for children’s development. In the context of education, technology can make the learning process more engaging, interactive, and easier to understand. Children can learn to recognise letters, numbers, colours, languages, and various basic concepts through enjoyable digital media.
The use of technology such as smartboards, Apple TV, 3D printers, educational applications, and interactive learning media can encourage children to be more active in learning. Technology can also help children develop problem-solving skills. Through educational games or interactive media, children can learn to solve challenges, develop strategies, think critically, and pursue goals systematically.
Furthermore, technology can introduce children to future skills. When children are introduced to technology appropriately, they are not just passive users but can be directed to become creative individuals. Children can learn to create designs, music, educational videos, simple coding, or other digital works. Kuntarto and Prakash (2020) explain that digital literacy in children is important to help them understand, use, and develop digital skills more productively.