Neutralizing the negative impact of digital devices and the Internet on children under 11: a sociological approach

Buchkova Alla Ivanovna ORCID: 0009-0004-6841-0265 PhD in Sociology Associate Professor; Department of Political Analysis and Socio-Psychological Processes; Plekhanov Russian University of Economics 117997, Russia, Moscow, Stremyanny lane, 28, room 1, room 340 life.pmr@gmail.com Other publications by this author

Introduction

The modern world is characterized by rapid changes in all areas, the growth of technology, the development of artificial intelligence and the increasing absorption of people by information flows. The younger generation, socializing in a real society, adapts flexibly and quickly to constantly emerging innovations like no other. Children are different today. They grow up immersed in endless streams of vivid and rich information. They transfer the principles of the online mode and touch displays to real life. A unique process is taking place: reality is being known through the digital world and through information devices. Quite a lot of research is devoted to the psychological analysis of information consumption by children, while digital consumption is practically unexplored from a sociological point of view, primarily from the standpoint of systemic and structural-functional approaches. In this regard, the sociological analysis of the consequences of digital consumption of children under the age of 11, as well as the identification of the main directions for neutralizing the negative impact of digital devices and the Internet and, as a result, the development of recommendations for the harmonization of digital socialization of the younger generation seem relevant.

The purpose of our study was a sociological analysis of the consequences of digital consumption and the main directions for neutralizing the negative impact of digital devices and the Internet on children aged one to eleven years. The selected age range reflects the socio-demographic groups that are most influenced by adults. The age of twelve marks the transition to adolescence, during which significant changes occur in the structure of digital consumption, but most importantly, the younger generation becomes more focused on the opinions of peers. At the same time, the influence of adults is significantly weakening, and if you do not form an appropriate consumption culture by the age of 11, then it is quite problematic to do this after. In this case, we will already be talking about correcting fixed habits of digital content consumption.

The novelty of the study was determined by the identification of the features of digital consumption by children under 11 years of age in a rapidly changing modern world based on a review and analytical study, as well as the results of an author's questionnaire and an expert survey in 2023-2024, which allowed us to focus not only on the negative, but also on the positive consequences of such consumption, to offer comprehensive recommendations on the harmonization of digital consumption by children.

The subject of the study was digital consumption by children before adolescence. Theoretical methods (analysis, synthesis, generalization) and empirical methods (a sociological survey in the form of a questionnaire and an expert survey) were used.

The problems of using digital devices and the Internet in childhood and the impact of such consumption on child development are considered by such domestic and foreign scientists as A. N. Alekhine, K. I. Pultsina ^[1], O. A. Bondarchuk ^[2], A. A. Hoffman, A. S. Tymoshchuk ^[3], E. Kilby ^[4], A.V. Korolenko, A. A. Shabunova ^[5], E. V. Semenova, T. G. Khanova ^[6], O. G. Fedorov ^[7], D. R. Anderson, T. A. Pempek ^[8], R. J. Hyer ^[9], D. A. Christakis ^{[10, 11]}, F.J. Zimmerman ^[12] and others.

The main results of the study

As part of the ongoing digital socialization of the younger generation, the share of digital consumption is increasing, by which we mean the regular use of digital devices and the Internet by a child and obtaining various types of information with their help. This is a different perception of the surrounding reality, which corresponds to modernity and makes children competitive. It brings both harm and benefit. And the vector of information technology impact is determined by the age of the child, the social environment and the content with which he interacts ^[13].

Digital socialization is the process of forming value judgments of the younger generation about the use of digital media and the Internet.

O. V. Dudina identifies 4 components in the structure of digital socialization: culture (ideological and organizational values), education (literacy and skills), personal development and upbringing ^{[14, p. 146]}.

Yu. S. Barysheva points out the high dynamism of modern information and communication systems, the study of which in the context of their impact on children requires constant sociological cross-sections ^{[15, p. 174]}.

The review, analytical and empirical studies conducted by the author in 2023 (the sociological survey "Digital consumption by children", in which 207 families with children under 11 years old from Moscow and the Moscow region took part; the age of the parents surveyed ranged from 27 to 45 years, the average age was 37 years; most families had satisfactory living conditions and a satisfactory financial situation were noted, 97% of families are complete; the sample was formed by the snowball method) allowed us to establish that:

- There is an early introduction of children to digital devices and the Internet, most often starting from the age of one and a half to two years, but recently even from a year earlier. This was indicated by more than 95% of the surveyed families. As S. E. Titor notes, at this age, the younger generation is especially vulnerable to negative content ^[16].

- Familiarization with digital devices has become an obligatory part of modern parenting.

- Among the negative consequences of digital consumption in childhood are: visual and hearing impairments; dysfunctions in the development of perception, attention, memory, thinking, imagination and speech; fatigue, aggression, nervous overstrain of the child; disorders in the development of the musculoskeletal system and eating behavior; reduction of time spent together with significant adults, mediated by digital content interaction with peers; formation of dependencies on digital devices and the Internet ^{[1, 9, 10, 11, 12, 13, 17, 18, 19, 20, 21, 22, 23]}.

Thus, A. N. Alekhine, K. I. Pultsina point out that children are not able to transfer experience from virtual space to the real world until primary school age ^{[1, p. 366]}. F.J. Zimmerman and D. A. Christakis note that regular consumption of video content in childhood slows down the development of the ability to concentrate, the allocation of priority incentives, planning and self-control ^{[10, 12]}. Yu. A. Romanova proves an increase in the probability of speech delay in violation of the norms of digital consumption in the younger generation ^{[22, pp. 73-76]}. A. A. Osipova notes a decrease in the amount of communication time and joint activities of modern children with significant adults due to an increase in the share of consumption of digital devices and the Internet ^{[21, pp. 278-279]}.

- The most popular forms of content for children before entering school are cartoons. They are preferred by 42% of the families who took part in the study. By primary school age, along with cartoons, the share of watching videos on the Internet and electronic games is growing, which subsequently only increases. They are chosen by 23.1% of children under 11 years of age. There is a transition from short informational and educational videos to videos with celebrities, educational series and long-lasting master classes, as well as the use of the Internet for studying.

- More than 50% of children under the age of 11 spend from 30 minutes to 1.5 hours in front of screens every day, a quarter spend more than 1.5 hours in front of screens a day, going beyond the recommended limits.

- The average duration of simultaneous contact with screens also ranges from 30 minutes to 1.5 hours. And already a third of children under the age of 11 spend more than 1.5 hours at a time using digital devices.

- Both preschoolers and younger schoolchildren use social networks, but the latter do it more often on their own, create personal accounts, and actively communicate ^{[24, pp. 22-24]}.

- Researchers attribute the positive impact of digital consumption on children to increasing competitiveness among peers and in future professional activities, thanks to the development of the latest digital technical devices since childhood. While observing age norms and hygiene of contact with screens, positive consequences can also include the development of cognitive processes, coordination of movements and motor skills, planning complex behavioral strategies, expanding educational opportunities and acquaintance with the outside world, enriching personal experience ^{[1, 2, 6, 13]}.

Thus, O. A. Bondarchuk emphasizes that the developed skills of digital consumption determine at least the status of the accepted peer group ^{[2, p. 137]}. A. N. Alyokhin, K. I. Pultsina indicate that when observing age norms and rules of consumption of educational content and games, visual-motor coordination and strategic planning skills develop ^{[1, p. 366]}.

As noted by A. Ya. Feigina, E. I. Aguzarova, A. I. Korovina, M. M. Rusakova, the younger generation is not only influenced by the digital environment, but also, in turn, determine its formation at the individual and group level. As a result, norms, rules, values, practices, attitudes and behaviors related to consumption in the digital space are emerging ^{[25, p. 50]}.

- Electronic devices perform an important socializing function, can act as virtual nannies, and provide space for the implementation of leading activities – games and exercises ^{[24, pp. 22-24]}.

- Depending on the conditions of digital consumption, both negative and positive consequences can become neutral, and therefore the formation of a culture of digital consumption in childhood is of paramount importance.

To study the main directions of neutralizing the negative impact of digital devices and the Internet on children under 11 years of age and the formation of a culture of digital consumption in families, an expert survey was conducted in April – May 2024, in which 12 experts in the field of child rearing, preschool and primary school education, sociologists of education took part. Thus, all levels of the education system of the Russian Federation were covered in equal shares, the professional experience of experts ranged from 9 to 23 years, the average length of service was 12.6 years.

Taking into account the results of the conducted sociological research, the following recommendations can be proposed to reduce the negative impact of information technology on modern children:

1. Compliance with age standards regarding the amount of time spent by children in front of screens.

It is recommended to start introducing digital content no earlier than two years. The exceptions are video chats ^{[24, pp. 22-24]}. If the initiation takes place earlier, it is recommended to organize the child's contact with digital devices no more than 3 to 4 times a week and no more than 10 to 15 minutes. And the later it happens, the better.

Currently, the focus is on simultaneous viewing of video content that does not exceed the recommended age limits. The average time will range from 10 minutes for children under five to 30 minutes for younger students. It is advisable to divide the daily volume of digital consumption into several sessions within the framework of standards justified by scientists and doctors. Most often, experts point to norms of up to 1 hour per day for children under 5 years old and up to 1.5 hours for children from 6 years old ^[26].

2. Parents' independent choice of age-appropriate content and maximum restriction of violent scenes.

The researchers note that children's interaction with digital devices does not compensate for traditional forms of activity, even with external similarities. Negative consequences have been revealed in the form of a deficit in the information supply of the brain, a decrease in the speed and intensity of learning new things and impoverishment of the child's personal experience.

Interacting with a tablet, smartphone, laptop, computer and other devices, children become passive performers of the set programs. As a result, the child's independence and initiative are reduced. In the real world, they are supported by the subjectivity of the younger generation's activities and the ability to choose a strategy of behavior, enjoy the process, evaluate the result, learn about themselves and their characteristics.

In this regard, experts, among the most preferred content format, offer short programs without a "fascinating" plot. We are talking about game-developing mini–tasks that make it possible to complete them in 10-15 minutes, get the result of your activity and evaluation or encouragement from the program ^{[23, pp. 42-49]}.

It is optimal for parents to test games in advance, watch cartoons and other content ^[13]. The main tasks of the content for children under 11 years of age are related to upbringing, education and enlightenment, broadening horizons, transmitting cultural and moral norms, respect for various nations, religions and cultural traditions, and the development of intellectual and social skills. It is recommended to pay special attention to content in connection with the increasing globalization of media images, which may differ from the representations of significant adults and can negatively affect the formation of a child's national and cultural identity ^{[27, p. 183]}.

3. Strengthening the role of an adult as a mediator in the process of digital socialization of children.

A significant adult performs an important function of dating and introducing a child to digital consumption. In this regard, the researchers note the need for parental presence in contact with various screens and audio channels in children under six to seven years old. For younger students, parental mediation already includes a combination of restrictions with training in the use of digital technologies, familiarization with various methods of protection in the Internet space, and the choice and use of secure online platforms. Online employment and alternative digital forms of joint family leisure are added that are relevant and useful for the child.

4. Formation of safe behavior skills on the Internet.

Currently, there are acute issues of safety for preschoolers and younger schoolchildren, especially those who independently explore the Internet space. Both children and their families are vulnerable.

The identified threats determine the need for the formation of competence in the use of the Internet space, starting from childhood. Thus, 46% of children under 7 years of age and 60% of primary school children indicate an experience of encountering online risks. The leading positions among children under 11 years old are occupied by content and technical risks: exposure to frightening or pornographic content, the inclusion of random videos, pop-up ads, malware infection. 12% of primary school students face communication risks.

At the present stage, adults in most cases pay attention to teaching a child digital skills. At the same time, parents often turn out to be insufficiently competent in matters of information literacy and Internet security. The direction associated with the reduction of technical risks is particularly affected ^{[24, pp. 22-24]}.

5. Formation of a child's culture of consumption of electronic digital devices and the Internet in general.

First of all, we are talking about the rules of digital consumption adopted in the family and the personal example of parents. And also about the introduction of a family ritual of sharing digital content. The presence, explanation and commentary of a cartoon or game by significant adults can become an exciting family activity ^[18]. The older the child, the more attention is paid to developing a rational and critical approach to the perception of information flows ^{[28, p. 156]}. It is important for parents to take an active part in introducing children to communication platforms, forming a culture of safe communication in social networks ^{[29, pp. 50-51]}.

Experts point to the critical importance of developing a culture of digital consumption or media competence for all family members, both children and adults. Only in this case, parents will be able to provide competent education for their children in this area, help them navigate and adapt to the digital world, separate fiction from reality, form skills for critical consumption of content, its analysis and interpretation, as well as the culture of digital consumption in general ^{[27, p. 183]}.

6. The introduction of clear rules for the use of digital devices and the Internet, which are indicated to the child from the very beginning and undergo minor changes, also justified by parents.

Experts note the need to establish clear rules regarding the time of use of digital devices, compliance of content with age standards, features of safe browsing, prevention of overwork, minimizing risks in the Internet space. Rules are often set, but they are quite easily violated many times. Especially if parents need to keep their child occupied or distracted. In most cases, one or another rule is introduced as a result of excessive fascination with certain content or impaired vision, hearing, musculoskeletal system, cognitive processes, and abuse of viewing time ^[30].

Consequently, due to the unstable and contradictory position of most parents regarding the use of digital devices and the Internet, it becomes necessary to introduce rules from the very beginning of digital consumption by children. So that it becomes not a corrective, but a preventive measure. It also contributed to the formation of a culture of digital consumption from early childhood. As the child grows up, it is important to discuss with him the expediency of the rules, update and supplement them ^{[31, pp. 62-63]}. And one of the primary values in this preventive work is a personal example of an adequate and conscious culture of digital consumption on the part of significant adults.

7. Increasing media competence and transforming the digital consumption culture of parents and education professionals.

Some aspects of this recommendation have already been outlined earlier. At the same time, experts point to the need to educate parents and professionals working with children about the negative and positive effects of digital devices and the Internet, the rules and regulations for their use. The need was also noted for measures to improve the digital competence of adults, who should become an example for the younger generation, and awareness of the topic of Internet security, so that parents and experts in working with children could be reliable defenders of the child and his guides in the world of digital consumption ^{[24, pp. 22-24]}. Separately, the need for further optimization of legislative consolidation of mechanisms for monitoring Internet security in relation to children and parental responsibility for children's digital consumption is highlighted ^{[32, p. 142]}.

An important direction here is the full-fledged, but safe immersion of the younger generation into the realities of the modern digital world, ensuring the full development and well-being of children, including through the formation of a culture of digital consumption.

Conclusion

Thus, based on the conducted sociological research in the form of a questionnaire and an expert survey, the following conclusions can be drawn:

1) there is a trend of early introduction to digital consumption, starting from one year;

2) more than 25% of children are in front of screens for more than 1.5 hours a day, going beyond the recommended limits;

3) slightly less than 20% of modern families comply with the recommended standards for simultaneous viewing of content;

4) there are significantly more negative consequences of children's consumption of digital devices and the Internet than positive ones, which confirms the need to form a culture of digital consumption from an early age in order to neutralize the negative effects of digital devices and the Internet and enhance the positive ones.

The recommendations developed based on the results of a survey of families with children under 11 years of age and an expert survey relate to compliance with age norms for the amount of time in front of screens and audio channels, parents' independent choice of age-appropriate content, strengthening the role of an adult as a mediator in the process of digital socialization of children, the formation of children's safe behavior skills on the Internet, culture of consumption of electronic digital devices, etc. the Internet for children and adults in general, as well as the earliest possible introduction of clear rules for their use as a prevention of gadget addiction and increase the media competence of parents and education professionals.

The main purpose of the conducted research and the results presented based on their results is to update the features of digital consumption by children at the present stage, to offer recommendations on the formation of a culture of digital consumption among the younger generation and to neutralize the negative impact of digital devices and the Internet on children under 11 years old. At the same time, it is possible to neutralize the negative impact of the use of digital devices by children primarily on the basis of rationalization and optimization of the child's contacts with them. The recommendations will be supplemented and revised in accordance with the rapid development of modern digital technologies and artificial intelligence. Currently, children are already faced with augmented virtual reality, and adults are not always able to quickly adapt to innovations in order to equip the younger generation with all the necessary information and warn about new risks and threats to digital security. In the future, we plan to focus on developing a program for media education of parents, education professionals, as well as children and adolescents, which will be based on the results of recent sociological research.