Group Rad _ Meeting 11_05 Juni 2021

Name 1. Mohammad Syarifudin H. (181141017)

3. Rio Satrio (181141029)
5. Moch. Akrim Aufanny (181141052)
7. Bagus Dwi S (171141043)
9. Balya Pascasi A (171141076)
Group

1. Parenting, the process of raising children and providing them with protection and
care in order to ensure their healthy development into adulthood.

2. Children everywhere are gaining access to the internet – most often via a mobile
phone. In many places, too, parents are feeling challenged in their competence, role
and authority. Distinctively, internet access is bringing children access also to valued
sources of knowledge and connection that their parents may lack. How are parents
responding?

A digital parenting divide

Research in high income countries points to a shift away from restrictive forms of
parental mediation such as banning the technology or telling their children off when a
problem occurs. Instead, it seems parents are increasingly using enabling forms of
mediation such as sharing some online experiences with their children and guiding
them in the use of privacy settings, advice services and critical evaluation of online
content and behaviour. This shift is influenced by parents’ own growing
experience with and expertise in using digital media. It’s also the outcome of several
years’ worth of multi-stakeholder efforts to raise parental awareness and encourage
their engagement, often led by governments and child welfare organisations.

But in middle and low income countries, it seems that parents favour restrictive
mediation. This is partly because some cultures are more authoritarian in their
parenting style (especially in relation to daughters). It’s partly because, in the
absence of supportive resources, anxious parents feel their only recourse is to protect
their children by limiting their access. It’s also because the wider public debate has
yet to embrace a conception of children as active citizens and, therefore now, also as
digital citizens.

Even talking of parents – a common target of awareness-raising actions in the global

North – is not straightforward as many children in developing countries are being
brought up by relatives, often grandparents. Factors such as migration, illness,
parental death often mean that parents and caregivers are left with few resources and
insufficient time to help children with their digital skills. Schools are also
challenged: in the least developed countries school attendance is low, pupil/teacher
ratios are high, and overcrowded classrooms and untrained teachers are
commonplace. It seems fair to conclude that in many countries, children lack a
supportive and/or informed adult in their lives who can teach them to navigate the
internet safely, or offer support when needed.

New research findings

Understanding the real constraints families and children face in the digital world is
the first step towards finding effective strategies that both parents and children can
use to maximise opportunities and minimise risks. We are currently tracking the
activities and experiences of children and parents in the digital age as part of our
research project Global Kids Online – a multinational research collaboration of
the UNICEF Office of Research – Innocenti, London School of Economics and
Political Science (LSE), and the EU Kids Online network in partnership with
researchers and UNICEF country offices from all over the world. Working within a
child rights framework, the aim is to generate robust evidence that can stimulate
debate and inform policy and practice regarding children’s internet use in diverse
countries.

In addition to asking children what they do online, how often and for how long, what
skills they have and risks they face, we ask them who they turn to for support if they
experience something negative online. Strikingly, the majority of children from the
seven countries presented below would turn to friends first, to parents second, and
rarely to teachers or other professionals.

How to support parents to support children?

If parents’ primary method of protecting children is through restricting access, this

can be effective in keeping children safe, but it carries costs as regards children’s
opportunities online. The restrictive approach can potentially undermine children’s
opportunity to build digital skills and resilience in ways that will help them face and
manage risky experiences in the future. So what advice can we give parents? What are
the roles and skills they need to have in the digital world? Do parenting principles and
practices we used before the technological boom still apply?

In 2007 the World Health Organization (WHO) developed a framework that

examines key dimensions of parenting and parental roles that positively affect
adolescent well-being:

 Connection (building a positive, stable, emotional bond between parent and

child)
 Behaviour control (including supervision and guidance of children’s actions
within a trusting relationship)
 Respect for individuality of the child, especially as an adolescent
 Modelling appropriate behaviour (since children identify with and emulate
their parents)
 Provision and protection (by parents and also the wider community)

Ten years on, this framework translates well in the digital era. Take modelling of
appropriate behaviour, for example. If the parent does not put down a phone or a
tablet, will the child mimic this behaviour? If a parent uses restrictive mediation and
censorship, how does this lead to respect for individuality? Ideally, parents would be
confident in drawing on their available personal and cultural resources and, to some
extent, the principles of positive parenting, when facing the new challenges linked
to children’s internet use. Ideally, too, even if tempted to prevent or restrict children’s
digital activities for fear of the harms that may result, they would be mindful that
some activities may be important to their children’s present and future opportunities –
to learn, gain information, work and engage in their community. So a balance must be
sought, and this is indeed difficult to manage, for much will depend on the child and
his or her particular circumstances.

However, as internet use becomes more familiar, and more embedded in everyday
life, parents are increasingly also digital natives. They often want to learn about the
internet and what it can offer, for the benefit of themselves and their children. It is
therefore important that stakeholders – from government and industry to schools and
communities – make greater investments to aid parents in this effort, so that they can
enable their children to learn and grow in the digital age
 3. A. Parents can teach about religion rules but the child can be placed in a religion
setting in order to learn more

B. Take a walk to the playground, to the beach, where the child will view outdoors
activities as more fun than playing game at home, and it could also be by informing
that by playing too many games we can become anti-social

C. Parent can support by example set up a schedule

Set up a routine around online classes that includes things like snack breaks, and post
it on the fridge with sticky notes." Teachers can support this by posting schedules
just as they would in a physical classroom, and writing morning messages
to their students, she suggested

d. Parent can give a prohibition and tell them if do something they shouldn’t do, they
should take responsibility for themselves

4. A. Yes because its importance to a child’s life as to how others view of him, but if
parent knows only a basics, the child can be placed in a religion setting in order to
learn more

B. yes, it can be an alternative to income when you get older

C. Of course yes, because it’s not taught in school but it’s very important

D. yes like attitude or personalities its very important

Individual

Mohammad Syarifudin H.

1.

Rio Satrio

1.

Moch. Akrim Aufanny

1. .

Bagus Dwi S.

1. My mother often complain about my shalat if not ontime

 Both my parent often complain about my appearance, when I was in high school I
often used to cut hair with mohawks and I put line on the side like takiya genji (main
character in movie “crows zero”)
My mother often complain about my activities which make me often sleep after 12
pm
2. A. tell my children that honesty is very important thing and will be viewed as a good
person, and about sincerity I can tell my children for doing something without
complaining is better than with complaining
B. telling that if doing what we have to do according to the agreement we become
trustworthy and if we don’t do it then we get consequences
C. telling my child if we give someone a smile or treat good then someone will give
you too, just be a good boy/girl so the other will be a good person to you
D. telling my child if everything has a good thing and we as a parent can give
example
E. telling we must should give respect to others because god is like people who
respect each others
3. What I like about my parents is a patience
Balya Pascasi A.
1.