Abstract

This study aims to explore the use of digital smartphone media for sexuality education of children with low-income parents by emphasizing the usage of digital media for protection from sexual violence against children. This research method uses case studies with children (aged 3-6 years) in 25 low-income families. Data collection was carried out for eight rounds using an ecocultural approach to examine the experiences of children and parents in using digital media technology for sex education for children aged 3-6 years. This research explains 1) What technology is used by children at home ?, 2) what is the role of parents at home in helping children in providing sex education learning using digital media ?, 3) What are the benefits of using digital media for sex? education for children? This is done because of the adaptation of technology to the curriculum for early childhood education. Due to the increasing use of digital media in all layers of parents, so the use of digital technology can help children to learn to increase their knowledge of sexuality. So they can protect themselves from sexual violence.

Highlights

  • The use of digital media through digital devices shows a collaboration between children and teachers in the class when operating, touching, pressing, Sharkins et al (2015) and understanding images and answering teacher questions related to animated pictures that are displayed form fun learning activities

  • The research method was conducted by observation to observe complex interactions that occur between peers, family members, digital media technology, and other toys found in families for sex education in children aged 3-6 years, through the cultural environment approach in the family

  • The results showed an opportunity for parents to prepare children to provide sex education as a condition of self-protection from sexual violence and experiences for the life

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Summary

Introduction

The use of digital media through digital devices shows a collaboration between children and teachers in the class when operating, touching, pressing, Sharkins et al (2015) and understanding images and answering teacher questions related to animated pictures that are displayed form fun learning activities. Using mobile digital media has more positive advantages for learning in schools, Jhonson et al (2009); Radesky et al (2014); Setyawan (2014) and is often marketed as an additional learning tool for children. Around 84% of the world's population Sharkins et al (2015); Ernest et al (2019), parents and teachers continue to introduce digital media devices in the lives of children.

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