Fostering Digital Well-Being Among Young Children: A Multi-Stakeholder Examination of Cybersafety Strategies in Chinese Preschools

• In Event: Children, Parents, and Teachers in the Digital Age: Post-Pandemic Challenges and Preventative Solutions

Abstract

Objectives: As the digital landscape continues to evolve, cyber well-being has gained increasing significance, especially in the context of young children's emerging identities as digital citizens and their corresponding experiences within these digital spaces (Berson & Berson, 2004; Berson & Berson, 2010; Berson et al., 2008; Reichert et al., 2020). Cybersafety in early childhood settings presents as a dual-edged construct that has generated unprecedented challenges for educational institutions seeking to leverage technological advancements while safeguarding children against digital risks. Despite the significance for early childhood contexts, cybersecurity remains largely underexplored in preschool settings (Anthony et al., 2021), especially in the context of Mainland China (Chen et al., 2022; Heider, 2015; OECD, 2021).
Theoretical framework: This study employed a developmental-ecological perspective, integrating ecological (Bronfenbrenner, 2005) and social exchange theories (Halgunseth et al., 2009) to examine child protection within complex social-cultural contexts, encompassing proximal (family and school) and distal (culture and society) factors (Sabatelli et al., 2018). Engaging a diverse range of stakeholders - parents, educators, preschool principals, and government entities - this research aimed to reveal comprehensive insights on practices and strategies to ensure digital safety for young children in Shanghai. Specifically, this study was guided by two main inquiries: (1) What are the main cybersafety challenges affecting preschools and families in China as identified by stakeholders? And (2) What educational measures were implemented in China to protect young children in the digital environment?
Methods: We adopted qualitative methodologies, conducting semi-structured stakeholder interviews and policy document reviews to collect multifaceted data (Patton, 2015) in Shanghai, the most advanced city in China. The participants included principals from 20 model preschools, 20 early childhood classroom teachers, and 20 parents. Furthermore, analysis of relevant policy documents addressing child protection in the digital era illuminated the official priorities and perspectives within the societal context (Merriam & Tisdell, 2016). Triangulating these diverse viewpoints enabled the identification of possible policy-practice gaps and the development of a comprehensive and systematic approach to digital safety for young children.
Results: Our findings charted the varied stakeholder perspectives on cybersafety for Shanghai's young digital citizens. Protection strategies ranged from technocentric solutions (preschool platform servers and software protection systems) to pedagogical measures (schoolwide policies, teacher and parent education). Importantly, all stakeholders identified rulemaking as an effective approach, emphasizing the collective roles of the government, preschools, teachers, and parents in protecting children's data and monitoring their digital interactions. Additionally, respondents highlighted the need for initiatives that promote and enhance children's digital literacy.
Significance: These findings underscore the need for a systematic, multi-stakeholder approach in formulating effective cybersafety strategies. They suggest that a synergistic approach, involving home, school, and community protection measures, which reflect stakeholders' lived experiences with information and communication technology, may yield the best results. Therefore, we posit that digital safety should not be a siloed endeavor but should instead be treated as a comprehensive social-cultural issue, deeply embedded within the family, school, and societal contexts.

Authors

• Wenwei Luo, Shanghai Normal University

• Huihua He, Shanghai Normal University

• Ilene R. Berson, University of South Florida

• Michael J. Berson, University of South Florida