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Dec 5, 2018 · By 5 years of age, 42% of Irish children in the Growing Up in Ireland study were engaging in more than two hours of screen time per day on average (inclusive to computers and touchscreen...
The aim of the current study was to examine the relationship between gender, physical activity, screen time, body mass index and wellbeing in Irish school children (N = 705; mean age: 8.74 ± 0.52 years) from social disadvantage. In Northern Ireland, schools included in the 2010 Multiple Deprivation Measure (NIMDM) were invited to participate.
- Wesley O'Brien, Sarahjane Belton, Ben Fitzpatrick, Stephen Shannon, Deirdre Brennan, Fiona Chambers,...
- 2021
Jan 29, 2020 · By 5 years of age, 42% of Irish children in the Growing Up in Ireland study were engaging in more than two hours of screen time per day on average (inclusive to computers and touchscreen...
Mar 1, 2021 · The aim of the current review was to provide a comprehensive overview of longitudinal studies examining the relationship between screen time and internalising mental health symptoms.
- Background and theoretical framework
- Access and use
- Practices and activities
- Online activities
- Online aggression and cyberbullying
- Seeing sexual content
- Receiving and sending sexual messages
- Introduction
- Parental Mediation
- Restrictive mediation and technical monitoring
- Risks and online safety
- Introduction
- Online safety
- Data analysis
Use of the internet and digital technologies is an inextricable part of daily life for citizens in Ireland as elsewhere. While digital technologies provide immeasurable benefits and opportunities, they can also give rise to certain risks, particularly for vulnerable groups such as children who may lack the skills or knowledge about online safety....
The starting point for this survey of children’s experiences of online risks and opportunities begins with understanding the basic conditions of access and use of digital technologies. How and where children go online, which devices they use and how much time they spend online are all factors of access and usage which shape children’s online exper...
The second aspect considered within the overall theoretical model of children’s use of digital technologies concerns the activities that young people engage in online, and the levels of digital skills and competence exhibited. Following on from the consideration of the diferent types of online access available to young people, the focus here turns ...
Children engage in a wide range of activities in the digital environment. Just as it is challenging for children to estimate how long they spend online or the amount of ime using digital technologies, so too determining which activities children undertake in an online seting is not always easy to specify given the lack of any clear boundary from th...
Cyberbullying is one of the most widely discussed forms of online harm that children may encounter in the digital environment. Research shows that bullying and aggression is a complex, multifaceted problem with both ofline and online dimensions.35 While the focus here is on bullying that takes place online, it is important also to contextualise t...
A frequently expressed concern by parents, carers and educators is children’s exposure to sexual content while using the internet and the potential harm and negative efects this may have, particularly for younger children. The apparent easy online access to graphic sexual content has given rise to much policy debate and the need for interventions t...
The topic of receiving and sending sexual messages via digital devices, so called “sexting”, is a further area of online conduct risk that gives rise to much public debate. As with other aspects of online youth “risky opportunities”, the issue of sending and receiving sexual messages electronically is a complex one. On the one hand, while the exc...
Part 2 of the report presents findings from the survey of parents which was administered in conjunction with the child survey. The focus of this section of the report is on parental mediation and the diferent strategies employed by parents to oversee and support their children’s online use. The two main types of parental activity are outlined: a...
Parents engage in a range of mediation activities to support their children’s use of the internet and are often the most important influence on the child’s access to digital technologies and in relation to children’s overall experiences of the digital environment. As outlined in Part 1 dealing children’s online safety, the survey focuses on two mai...
Parents deploy a range of strategies designed to minimise potential exposure to risks either through the seting of rules of what the child is permited to do or not online and using various technical means of monitoring and/or restricting the child’s online activities. Both aspects are relevant in the implementation of an overall online safety appr...
In the context of keeping children safe online, parents may undertake various follow up actions as part of their overall approach to digital parenting. This may include actions such as checking the child’s social media profile, the friends or contacts their child may add, the types of content the child accesses or the purchases the child may make ...
Research on the topic of online safety has been primarily focused on children’s experiences of risks and safety online with accompanying research on parental mediation and related awareness, skills and needs analysis regarding online safety. The experiences of the adult population in relation to maters of online risks and safety has received somewh...
For this part of the survey, adults were asked a range of questions relating to their experiences of risks, specifically sharing personal information and protection of privacy; contacting and meeting others online not previously known face-to-face; and the range of online safety strategies practiced.
The data used for analyses were weighted and cleaned by Ipsos MRBI. Data was then analysed by researchers at TU Dublin using IBM SPSS Statistics 27, working collaboratively with Ipsos MRBI during the analysis process to clarify errors and make sure that the dataset was clean and error-free. Treatment of missing values: The results in this report w...
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Results - Type of Screen Time. Children who engaged in mostly educational games and TV viewing scored significantly lower than the other groups in reasoning ability. Children who engaged in mostly computer or video games scored significantly lower than all other groups in vocabulary development.
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The most common daily average screen time was between 2-3 hours, which accounts for 28.2% of the population. Only 7% of students spent a daily average of more than 5 hours, which is the least common daily average screen time, closely followed by less than 1 hour which accounts for 7.7%.
