EU Kids Online: Difference between revisions
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(i) a critical approach is required to examine, test and qualify taken-for-granted assumptions regarding the nature, extent and interpretation of online risk, the nature and degree of children’s internet literacy and the effectiveness of parental regulation; | (i) a critical approach is required to examine, test and qualify taken-for-granted assumptions regarding the nature, extent and interpretation of online risk, the nature and degree of children’s internet literacy and the effectiveness of parental regulation; | ||
(ii) a contextual approach is required to identify the social, cultural or individual factors that account for differential experiences of, and responses to, risk; | (ii) a contextual approach is required to identify the social, cultural or individual factors that account for differential experiences of, and responses to, risk;<br> | ||
(iii) a child-centred approach is required to recognise and inform the gap in perspectives and practices between adults and children; | (iii) a child-centred approach is required to recognise and inform the gap in perspectives and practices between adults and children;<br> | ||
(iv) a comparative approach is required to identify and analyse similarities and differences in children’s online risk experiences across Europe. | (iv) a comparative approach is required to identify and analyse similarities and differences in children’s online risk experiences across Europe. | ||
