Part A: Response to Feedback
By viewing the feedback, I have understood that my skills and knowledge is appreciated as it gets varied in many situations. I have a diverse approach towards studying something and the same had helped me in collecting information from different perspectives before I gave my personal thought in it. I am enough self-discipline, and my skills of listening and thinking have helped me in putting my views in right way.
I believe that learning lot of information often relies on the fact, whether it is based on the subject. I think I had worked well and focused my understanding on various areas of the subject while collecting information.
From the feedback that I have received, I have learned that I was successful in constructing social science arguments, and even put the concepts in an appropriate way. My learning about different ways, through which children can be cared and support in their welfare development has helped me in developing strategic ways through which acre can be imparted to them. While collecting data, I have placed my focus on learning different theories, principles and concepts related to childhood development and psychology, and I have tried to make use of these theories in various instances.
I believe that you feel accomplished, when you receive feedback for your work, as it supports in improving our performances in future tasks. While preparing the work, I focus on dividing my tasks and tried to collect relevant data about it every week and gave my time on analysing it, while finally quoting it. I believe that, for organising as well as managing the studies, it is important that, we should read books, articles, online content and magazines because it helps us in developing our knowledge and study skills.
The feedback, which I received clearly depicts that my cognitive skills are developed, and I was successful in applying theories, examples, gave arguments, and successfully compare and contrast the theories in an efficient manner.
In the present time, the topic based on children and young people development as well as their relation with social world is often discussed. Therefore, it needs us to analyse the factors, which might impact on children’s development. For quoting best arguments and alternatives, it’s important that various research articles need to be considered because one could derive the strategic factors or come to any conclusion.
I am satisfied from my feedback because it provides a complete picture of my skills and effectiveness of my work. From a broad range of material, I have tried to respond in a critical way on diverse points related to child development in the social world. While discussing this topic, I decided to include religion, age, society, disability, and ethnicity as some of the topics, which create influence on the upbringing of children. I divided my work in the task and tried my best to analyse each task by managing my time. The feedback which I had received, also point out my strength and weakness, which will help me in improving my future research.
Feedback on my work, which will support me in improving my learning process, and in future, I will try to explore more evidence to prove my point. I will even try to explore more examples, which will give better criticality to my research. I will even try to accommodate new theories and will formulate my justification on my actions. It is important that various practices and policies should be included in the paper, as it gives a better understanding of the selected reforms.
I am happy that my research is supported and I was successful in mentioning about the significance of UNCRC details, which has improved my answers. The appreciation I got for my study skills, which has impacted my research in a positive way, was quite helpful for me, as it gave me confidence in doing better work.
I believe I am successful in giving a quality paper, which includes good references. I have always ensured to refer the quotes of other authors so that better justification could be given to their work. I ensure that in future, I can improve my knowledge and understanding about the topic and come up with best solutions.
Part 2: Essay on how children’s welfare can be promoted and safeguarded in the digital world
Technology provides various opportunities for all societies, like young and children. The internet permits towards bringing international exploration, which might bring risks, which usually goes parallel with the offline world (Bardone-Cone and Cass 2007). It’s noted that there is a generation gap between parents and children that implies that, many parents might not feel empowered in managing the risks within the digital world in a similar way as the actual world. Media always raise public concerns about the effect on society, polarisation and anxiety of debate that might lead towards emotive call towards taking action (Bardone-Cone and Cass 2007). Indeed, it’s noted that children’s make use of internet and video games, and it's directly linked to the destructive and violent behaviour among young (Buckingham and Willett 2006).
There are many concerns raise about excessive use of digital technology by children at the cost of various other activities and communication with family (Buckingham and Willett 2006). As one is increasingly keeping the children at home due to the fear from outside world, which they see as the risk-averse culture, they might play out the development drive for socialising, and often face risk through the digital world (Bardone-Cone and Cass 2007).
In the 21st century, many changes are occurring in the society, like the increase in reliance on technology, especially the information technology as well as communication technology (Bardone-Cone and Cass 2007). The formal environment for learning like colleges and schools; assuming accessibility to the internet and video games, and as per Office for National Statistics 2013, around 97% of the children, staying at home, have access to the web and video games. Equally, children are the one, who use the highest internet, with many children own devices like smartphones, tablets and iPods. In fact, these children are surrounded by the internet, both in their social life and at schools (Barker 2001).
The internet and video games are quite popular among children and usually provides with many opportunities for fun, development and learning (Bardone-Cone and Cass 2007). But simultaneously, there are many concerns related to inappropriate material that ranges from violent content from content as well as the conduct of children within Digital World. Many research and debates had taken place in this area, which is highly polarised and is often full of emotions (Barnes 2006). Dr Tanya Bryon, in her article “Safer Children in a Digital world”, which was published in the year 2008, had discussed this agenda, which often challenge the government, industries to work together, to make children feel safe while using the internet (Byron 2008). The government had accepted all suggestions given by Dr Byron and had even signed the commitment towards children safety while making use of new technology (Barnes 2006).
Though, one cannot make the internet completely safe, but can try to reduce the risk for children and support them to use the Internet safely and appropriately; block the access to irrelevant sites by applying the software, minimizing the time spent on the computers, helping children in developing the skills for dealing with stressful situations; supporting children by teaching them about dangers and how to explore it, and educating the parents about proper use of internet, its risk and control (Barnes 2006).
Children’s are increasingly getting engage with the new digital technology (Buckingham and Willett 2006). Not only children are using this technology for their pleasure and for communicating in the world, but even education is dependent on accessing the internet and access to the student in web environment (Bentivegna 2002). The rise in engagement with the cyber world, often creates dilemmas for professionals working with education and for parents, the technological industry as well as policymakers are also trying to manage within a digital environment (Buckingham and Willett 2006).
Many questions are often debated, which are related to internet usage and its issues like what type of online content is acceptable and not acceptable? What should be followed while dealing with how much internet should be used? Should children be permitted to self-regulations or any barrier should be placed like banning smartphones in school?
As technology is becoming an important part of our life, it is important for us to renegotiate the norms related to social behaviour like etiquette in phone usage and sharing online information (Buckingham 2008). There is certain media campaign applied to the online material such as stop phubbing; it’s referred as an act of ignoring someone within a social setting, through viewing the phones, instead of just paying attention towards them (Bardone-Cone and Cass 2007). Of course, all these problems, as well as concerns, are usually not confined for setting what is correct for the children, but these setting are only applied to adults (Buckingham and Willett 2006). All these dilemmas are the policy drivers, which links with the kids and their safety in the digital world. To formulate an effective policy, it is significant to have a better understanding of the problems, which relates to policy initiatives (Buckingham 2008).
The Internet includes a vast range of networks that permits the user to communicate with others worldwide freely, and one can even easily spread their ideas freely, quickly and cheaply (Bardone-Cone and Cass 2007). One result of this is that there are various points, on which editorial control could be exercised immediately. It implies that it is challenging for governments to minimise the harmful availability as well as irrelevant material (Buckingham 2008). However, there is vast range of material, which could easily access by users, and the same is hosted on popular websites (Buckingham and Willett 2006). It implies that one should emphasise over the efforts for decreasing the availability of irrelevant and harmful material on favourite sites (Bardone-Cone and Cass 2007).
Parents paly integral role in the life of children, and they should try to manage children accessing online content (Buckingham and Willett 2006). There are the broad range of technical tools available, which support parents, but the same can work in an efficient manner, if it is understood by parents. Therefore, placing restrictions on children for making use of harmful material is not only a question for industries, who want to protect children by developing software’s of parental control, but it also relates to what parents can do to for protecting their children by setting up software of parental control (Buckingham and Willett 2006). It also raises the questions like what steps can be taken by children for protecting themselves like not passing their personal details on the internet (Buckingham and Willett 2006).
Similar to the offline world, no efforts are put for minimising the potential risks faced by children’s or either for removing it altogether (Bardone-Cone and Cass 2007). One cannot make the internet completely free from harmful content. Rather it’s more important to make children resilience towards the material, to which they are exposed to, and children’s should even have the confidence to navigate the new media in proper and safer way (Buckingham and Willett 2006).
By applying the exact combination of success against the above three goals, like restricting access and enhancing the resilience towards harmful online content, minimising the availability of the internet, one can easily manage the risk, faced by children in the digital world (Carnagey, Anderson and Bartholow 2007). Many efforts are already taken by government in pursuing all these objectives, but it is more important to have a strategic approach, if government, industry, families, as well as other third and public sectors, can work with coordination and ineffective way to safeguard the children, in order to deliver the safety to children, it is important that industry and government should try to get engaged with e-safety (Barrow 2006).
Bardone-Cone, A. M. and Cass, K. M. 2007. What Does Viewing a Pro-Anorexia Website Do? An Experimental Examination of Website Exposure and Moderating Effects. International Journal of Eating Disorders, 40 (6), pp. 537–548
Barker, M. 2001. The Newson Report: a case study in “common sense”, pp. 27–46 in M. Barker and J. Petley (eds.) Ill Effects: The Media Violence Debate, 2nd edition. London: Routledge.
Barnes, S. 2006. A privacy paradox: Social networking in the United States, First Monday, 11 (9). [Online]. Available at: http://www.firstmonday.org/issues/issue11_9/barnes/index.html [Accessed on: 10 December 2016]
Barrow, C. 2006. E-safety: the experience in English educational establishments. [Online]. Available at: http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/esafety.pdf [Accessed on: 10 December 2016]
Bentivegna, S. 2002. Politics and new media, in Lievrouw, L. and Livingstone, S. (eds.) The Handbook of New Media (pp. 50–61). London: Sage.
Buckingham, D. 2008. The Impact of the Media on Children and Young People with a particular focus on the internet and video games. Prepared for the Byron Review on Children and New Technology. With contributions from Dr Natasha Whiteman, Dr Rebekah Willett and Dr Andrew Burn. [Online]. Available at: www.dcsf.gov.uk/byronreview [Accessed on: 10 December 2016]
Buckingham, D. and Willett, R. 2006. Digital Generations: Children, Young People and New Media. Mahwah, NJ: Erlbaum.
Byron, T. 2008. The Byron Review. [Online]. Available at: http://webarchive.nationalarchives.gov.uk/20101021152907/http://dcsf.gov.uk/byronreview/ [Accessed on: 10 December 2016]
Carnagey, N., Anderson, C., and Bartholow, B. 2007. Media violence and social neuroscience. Current Directions in Psychological Science, 16, pp.178–182