“Wear a Helmet and Go Online”
Multi-Stakeholder Perspectives on Cybersafety and Digital Well-Being in Early Childhood Education in China
Bibliographic Data
| ID | 21615971 |
|---|---|
| Authors | Wenwei Luo (0000-0003-0014-9799, Shanghai Normal University), Nuopan Wang (Shanghai Normal University), Huihua He (0000-0003-4628-7425, Shanghai Normal University, corresponding author), Ilene R Berson (0000-0001-8114-7474, University of South Florida), Michael J Berson (0000-0002-7894-5851, University of South Florida), Yijin Shi (Shanghai Normal University) |
| Year | 2025 |
| Pages | 1-28 |
| Publication date | 2025-11-11 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Early Education and Development (JOURNAL) |
| Journal identifiers | ISSN: 1040-9289 • E-ISSN: 1556-6935 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10409289.2025.2585292 |
| OpenAlex | W4416107575 |
| Language | EN |
| References cited | 84 |
Research Findings: As artificial intelligence (AI) and technology-mediated tools become increasingly embedded in early learning environments, young children are navigating complex digital ecosystems with limited protections. Yet research on cybersafety has largely focused on adolescents, overlooking the distinct vulnerabilities and capacities of children aged 3 to 6. This study addresses that gap through a developmental-ecological lens to examine how young children and their caregivers perceive and respond to digital risks. Semi-structured interviews with 21 children, 25 early childhood educators, 23 parents, and 8 principals in Shanghai, China, revealed five interrelated categories of concern: cybersecurity threats, privacy violations, commercial exploitation, content-related exposure, and behavioral influences. Protective strategies identified by stakeholders included safeguarding personal information, enhancing digital literacy, and promoting healthy digital habits. Findings underscore young children’s emerging agency and awareness in managing digital interactions, while highlighting the critical role of families, educators, and community institutions in scaffolding protective behaviors. Practice or Policy: The study calls for coordinated efforts across stakeholders and provides actionable recommendations, such as strengthening digital ecosystems, fostering family-school partnerships, and implementing educational campaigns to enhance digital safety. Importantly, including young children’s voices offers valuable insights into how to balance protection with empowerment in AI-enabled and digital contexts
Child development · China · Early childhood · Early childhood education · Preschool education · Primary education · Child Development and Digital Technology · Early Childhood Education and Development · Impact of Technology on Adolescents
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| Citation velocity | historical |
|---|---|
| Highly cited | No |