Currently, children's and young people’s use of digital technology is rarely out of the news. Age limits are debated. Calls for stronger limits are made, and questions are raised regarding whether society should ban 'under-age' children from various aspects of the digital world. 13 years of age is often cited as a digital 'age of consent', though this varies in some countries. Commonly used age limits are largely arbitrary, based primarily on US legislation, rather than evidence. In a recent paper, our researcher of the month, Dr Kim Sylwander, and her co-author Professor Sonia Livingstone, consider age milestones and evaluate whether or not the evidence supports them.

Are age limits the optimal way to regulate children’s digital experiences? Does it matter that they are widely contested and often poorly implemented? And are common boundaries even the “right” age, according to evidence from the field of children and digital media? Dr Sylwander persuasively argues that moving forward, a developmental approach can better support children’s rights.

Summary

Dr Sylwander and Professor Livingstone note that age limits work on the premise that it is possible to establish one single age when children are mature enough to critically navigate certain content, understand and process issues around consenting to their data being used by websites or apps, and deal with potentially risky and harmful contact from others online. But children develop differently, have different needs, and different social and familial circumstances. Therefore, their capacities to navigate the online world at any particular age are also likely to differ. We know that many young people are accessing sites and games earlier than the recommended age limits. We know less about how problematic this might be.

A central tenet of a children’s rights framework is the concept of “evolving capacities”. This recognises that child development is rarely smooth or harmonious but, instead, is complex and contextually variable. What is in the best interest of any child and what is (age) appropriate will change as they mature. Children experience both risks and opportunities online. The internet offers endless opportunities for learning, exploration and creativity and allows children to realise a range of human rights including social connection, education and play. But it also opens children to the kinds of risks that most parents are now very familiar with. Many parents struggle with these judgement calls and worry when children should have access to certain devices or platforms.

Researchers recognise that there are a host of risk and protective factors shaping children’s digital lives and evidence in this area is currently quite complex. The evidence base for age limits remains unclear. It's very challenging to establish that, by a certain age, all children can identify digital advertising, understand how their data drives personalised marketing and profiling, cope with insidious algorithms, fend of scammers and deal with inappropriate or upsetting content or interactions. Dr Sylwander notes that strictly enforced age limits may restrict the agency of those already equipped with the necessary maturity and skills, while failing to protect those who are not, even though they may have reached the required age. In both cases, children’s rights are put at risk.

To guide future developments, the paper calls on researchers of children and media to develop knowledge at the intersections of child development, children’s rights and children’s digital lives, which includes research on children’s perspectives. They note that, "At present, those who build age assurance 'solutions' may know little of child development; those whose call for designers to consider children’s social contexts may know little of the design choices available; those who pass laws to protect children’s vulnerabilities may not realise their diverse circumstances or anticipate the lived consequences for children".

Implications

So what does this all mean for parents who are having to make decisions in the best interests of their children?

Remember that you know your child best. You understand your own individual child’s needs and maturity, and their evolving capacities. Do you feel confident that they are able to to navigate an online space, which offers many opportunities but also a host of risks? Take time to evaluate their maturity and emotional readiness. We know that children are more susceptible to developing anxiety and other mental health issues during certain periods in their life. It’s important to consider what your child is experiencing now and whether or not they are emotionally ready for access to different digital devices or apps.

Consider not just whether they want it, but whether they need it. Parents are likely to feel pressured to take into account children's peers when making decisions around digital access. It's hard not to be swayed if your child is telling you that they are the only one without a phone and are being left out. Difficult as it might seem, try to ignore this noise and consider what benefit it would give both you and them to have a phone. Perhaps they need to travel alone? Perhaps they might have a special need which requires the use of a phone as a tool in daily life? Perhaps a so-called ‘dumbphone’ would suffice? Or perhaps you or your child would rather have the ability to track their whereabouts? Do you think they are mature enough? Do you feel that you can guide your child to use it safely? Circumstances will vary for each individual and each family. The important thing is to give it some serious thought.

Do your research and use any apps that they want to use. Phones can just be simple tools to make phone calls, but they can also provide access to a whole online world. It’s important not only to think about the phone itself, but to consider what benefits and risks individual apps might offer your child. Familiarise yourself with the apps that they would like to use and learn to navigate them yourself.

Establish a dialogue with your child. In many families, there is a disconnect between what children are doing online and what parents think they are doing online. Strive to keep conversations open. Be present in their online world, in a way that respects their right to privacy and their own social relations. Take a genuine and non-judgemental interest in their digital behaviours. Parent, don’t police!

Educate children about their rights. All children have human rights, and these rights are the the same whether they are offline or online. Children’s rights in relation to the digital environment are very clearly explained in the United Nations Committee on the Rights of the Child, General Comment Number 25. Dr Sylwander’s research group, Digital Futures for Children, has created a set of child-friendly resources (including games and quizzes), which can help children, young people, educators and parents learn about children's rights, and how they apply in the digital environment.

Encourage critical thinking about all digital media. Educational technology is pervasive in children’s everyday lives and these programmes and apps present great everyday opportunities to discuss what happens to our information when we sign in, where the information goes, who uses it, who owns it, and how long is it stored. When it comes to AI, have exploratory conversations about how our information is used to build these powerful models. Where does the information go? Who owns it? Has it just disappeared? If systems are learning about us, and building a profile of us, what kind of information and content is then served to us? You don’t need to know all the answers, but getting children thinking about these questions is valuable.

Consider the available evidence before making decisions. Currently, the dominant narrative surrounding phones and social media is one of fear. However, there is very little conclusive evidence showing a causal relationship between social media use and a decline in young people’s mental health. Be cautious of anything offering a simple answer to a complex question.

Recognise that there is only so much we can do as individuals. Parents, educators and children themselves as they grow and mature all play a role, but remember that the main responsibility to protect children from harm lies with the state. As child-rights advocates, Dr Kim Sylwander and her team are working hard to ensure that these conversations are happening at a national and international level.

Be reflective. Just because you and your child have come to a decision about access to a certain app or device, this doesn’t mean it is always the right one, or that it doesn't need ongoing thought. Reflect together on whether or not things are working. Keep evaluating! Talk about what works, what feels good and what doesn’t. Conversations should be ongoing, supportive and non-judgemental, even when things go wrong.

Audit your own digital world. We don’t consider the effect of our own media use on our children enough. Actively thinking about the impact of our own digital habits is important. What does our own relationship with the digital world look like and how do we engage with our children when using technology?