We live in a hyperconnected, accelerated society saturated with digital stimuli. A society in which childhood and adolescence are exposed, from increasingly younger ages, to screens, social networks, video games and all types of content that were previously reserved for the adult world.
And in this context, the key question is no longer whether or not minors should use technology, but rather how we can accompany them to develop a healthy, critical and balanced relationship with the digital environment. Because, like any powerful tool, digital educates or miseducates, connects or isolates, protects or violates, depending on the use we make of it.
For years, the most common strategy in homes has been control: limiting time, blocking content or avoiding certain devices. And although these mechanisms are still necessary – especially in the early stages of childhood – it is becoming increasingly evident that they do notor we can reduce digital education to the use of parental controls or automatic filters.
Recent project studies EU Kids Online (2020) show that the most effective ways to protect minors on the Internet are not those that restrict access, but those that encourage dialogue, trust and active mediation. In fact, adolescents who receive educational support in the use of screens are better able to identify risks, ask for help and make informed decisions.
That is to say, The challenge is not to monitor from the outside, but to educate from within. Help them understand the digital world, read it with a critical spirit and navigate it safely and autonomously.
When we talk about digital literacy We are not just referring to knowing how to handle an application, browse the internet or download content. We are talking about a competition that, according to European Digital Competence Framework (DigComp), It covers several dimensions: the management of digital information, secure communication in online environments, the creation of own and ethical content, the protection of privacy and the resolution of digital problems.
Therefore, Being digitally competent is today a fundamental part of citizenship. And our children must acquire these skills from an early stage, with the accompaniment of adult references.
One of the most serious risks of current digitalization is that of inequality. Not all homes have the same tools, knowledge or support to educate in digital. In fact, according to data from the IAccording to the National Statistics Institute (INE, 2022), 10% of minors in Spain do not have their own device to study or access the internet at home.
But the gap is not just one of access. It is also a gap in support, training and available time to mediate the use of technology. And this reality especially affects the most vulnerable households, where the risks of the digital environment are amplified.
For this reason, public policies must stop focusing only on distributing devices or promoting technical and start providing resources to families so that they can exercise real, close and formative mediation. Because, if not, digitalization will end up reproducing – and deepening – the same social inequalities that we aim to reduce.
One of the most frequent concerns in families is the impact of screen use on emotional and social health of his children. And rightly so. In recent years, various studies – such as the report Health Behaviour in School-aged Children (WHO, 2021) – have warned of the correlation between excessive use of devices and an increase in symptoms such as anxiety, sleep disturbances or social isolation.
However, experts agree that it is not so much about demonizing technology as about work on its balanced, supervised and meaningful use. The problem is not the screen, but excessive time, lack of rules, inappropriate content or the absence of adults to guide and listen.
Here, the concept of digital well-being makes complete sense: it is about teach our children to integrate technology into their lives without becoming the center of it; to not depend on constant connection to feel good; to coexist with the digital without giving up real life.
The three great gateways to the digital world in childhood are usually video games, social networks and the first mobile phone, each with its particularities, risks and opportunities.
Video games, when well selected and accompanied, can be an excellent tool for cognitive and emotional development. Games like Minecraft o Animal Crossingfor example, stimulate creativity, teamwork and planning. The key is to choose age-appropriate games, control the time of use and actively participate in the experience, as indicated in the guides from entities such as Common Sense Media or IS4K.
Regarding social networks, the most critical issue is the age of access. Although platforms like Instagram or TikTok set 13 years as the minimum age, the reality is that many children access it much earlier, without maturity or preparation. Therefore, beyond the norm, the important thing is to create conditions for a progressive access, with supervision, privacy training and critical thinking training.
Regarding the mobile phone, the most relevant thing is not the device, but the moment in which it is delivered, which must be accompanied by an educational contract: what it is used for, when it is not used, what rules regulate it and what happens if they are not met. The cell phone is not a gift, but a shared responsibility.
Parental controls are a useful tool, especially in the early stages, but They can never replace adult presence or education. The risk, if we rely solely on them, is that minors will not understand why certain limits apply or learn to make responsible decisions when there is no filter involved.
As stated in the Anar Foundation report on minors and technology, adolescents who have grown up in environments with dialogue, support and agreed norms present fewer digital conflicts and more ability to ask for help in risky situations.
Accompanying our children in their digital literacy is, above all, a question of presence, conversation and example. Being present does not mean invading, but rather being available. Conversing is not giving lessons, but listening and dialoguing. And being an example also means reflecting on our own use of technology.
Because children don’t learn what we say, but what we do. If we want them not to depend on their cell phones, we must show that we also know how to disconnect. If we want them to navigate wisely, we must teach them to contrast. If we want them to come to us when something bothers them, we must cultivate a climate of trust and listening.
True digital literacy is not taught only in classrooms nor regulated with filters. It is built at home, with time, with patience and affection. And to do this, families need resources, training and support. Because educating in digital is not an individual challenge, but a collective challenge.
And, as in any educational process, the most transformative thing is not in the control, but in the relationship.