Introduction
Internet can be a powerful tool for learning and sharing ideas and it can definitely contribute to the development of children and adolescents. Nevertheless, it can also expose them to violence, overt sexuality, or cruelty and its impact is not always beneficial. This paper is aimed at discussing the influence of Internet on children under the age of 11.
In particular, one should speak about the influence of online technologies in the way in which they communicate with one another. It is also important to examine the impact of Internet on their values and their understanding of behavioral norms. Overall, it is possible to argue that the abuse of Internet can impair their communicative skills and distort their views on social relations and values.
Moreover, this technology can expose users to various controversial images, videos or texts and a child, who has not reached the age of 11, may not be able to interpret them. Thus, parents and educators should carefully monitor children’s use of internet that must not become the main agent of socialization. This is the main argument that should be discussed.
The peculiarities of children under the age of 11
In order to understand the influence of Internet on children, one should first discuss the peculiarities of this age group. First of all, at this stage of their development they only try to understand the rules that govern social relations and the way in which a person should interact with others (Martin & Fabes, 420).
In many cases, they do it by observing the verbal and non-verbal behavior of their parents or peers who often act as role models. Thus, the behavior of people in online communities can also become one of such role models for them.
Additionally, one should note that before the age of 11, children learn the basic notions of morality, especially the distinction between appropriateness and inappropriateness of an action. In many cases, they determine the morality of an action on the basis of its consequences such as rewards or punishments (Martin & Fabes, 420). As a rule, these children do not have an independent moral judgment.
Internet offers children an opportunity to observe people’s behavior under different circumstances and Internet can reinforce certain attitudes or beliefs. Therefore, it can become an agent of socialization that for these children. This is one of the main issues that both parents and teachers should pay attention to. They should know how they use information technologies, how they communicate and what kind of information they access.
Communication via the Internet
First of all, researchers identify several important aspects of Internet, and one of them is anonymity of users (Kizza 83). It means that individuals can conceal their identity and there is no way for others to determine it. Under such circumstances, individuals do not feel the restrain that is typical of face-to-face communication.
This is why some of them may use swear words or threats in order to appear more powerful or convincing. For some of them rudeness can be quite acceptable. The thing is that when they interact with peers or adults in school or at home they cannot act in the same way.
This is why they may be reluctant to talk to others, especially in those cases when they have to convince others. The research carried out by Jeffrey Harman et al suggests that those children, who spent many hours using the internet, are more likely to feel social anxiety and have higher levels of self-esteem (1). Additionally, these scholars note that such children are more likely to behave aggressively, in part because aggression is often a part of online communication (Harman et al 1).
In the future, they may not be able to resolve conflicts. This issue is particularly important if one takes into account how many children under the age of 11 can spent time on surfing the Web or taking part in online communities. For instance, there are at least five million children under the age of 11 who are the users of Facebook (Strom and Strom 49). The thing is that according to the policies of this company, the users must be at least 13 (Strom and Strom 49). This is why this issue should not be disregarded.
It should be noted many children prefer to use Internet in effort to escape their social anxieties. Such behavior is typical of people who may be victimized or bullied in school. On the one hand, online communication can be a temporary substitute for them. Nevertheless, in the future it can be difficult for them to maintain social relations with others.
Thus, the excessive use of Internet among children under the age of 11 can prevent them from integrating into social or professional life. This is how Internet can affect communicative skills and social relations of a child. So, parents should remember that excessive communication via the Internet can often indicate at psychological problems of a child.
Internet as an agent of socialization
Apart from that, one should note that Internet can affect the values of children and their worldview. For instance, it can affect their perceptions of ethical norms and rules that are appropriate for an individual. For instance, according to Nancy Willard, children, who are exposed to violence on the Internet, are more likely to see it as a legitimate and ethical way of resolving conflicts (245).
Overall, such a person come to the belief that brutal force is much more effective than persuasion. Sometimes, such a worldview can be explained by the long-term exposure to violent videos that are posted online. This is another danger that parents and children should be aware of.
Furthermore, Internet gives children access to a variety of videos and some of them can produce a very adverse effect on them. Such videos can encourage risky forms of behavior, deviance, the use of drugs and so forth. The thing is that such conduct is often glorified and children may come to the belief that it is tolerated by the society.
This is the main problem that parents and educators should consider. On the whole, these examples indicate that Internet can act as a very power agent of socialization. In other words, it shapes children’s perception of behavioral norms and their understanding of morality or deviance. Parents and teachers should make sure that Internet does not become the main agent of socialization.
Exposure to controversial to images, videos, or texts
There is another impact of Internet on children under the age of 11. They can accidentally become aware of such issues as sexuality, suicide, violence, race, death penalty and so forth. At this stage of personal development, they cannot make independent judgments about these questions.
In fact, it is too early for them to deal with these questions. The problem is that their opinions be shaped by people who are biased or prejudiced. One should take into account that online space is accessible to people of different ages. In some cases, the content of many websites is hardly suitable for people who have not reached the age of 11. Sometimes, this information can be traumatic for children who have an unlimited access to the Internet. This is another problem that one should take into account.
Moreover, educators are concerned about such an issue as overt sexuality on the Internet. There are no safeguards that prevent children from accessing this content. Internet can distort their understanding of gender roles and the way in which both sexes interact with one another.
Again, a child, who has not reached the age of 11, may not cope with these experiences. Therefore, one can argue that Internet can expose people to a variety of controversial images, video, or texts that can have a traumatic effect on children.
Online bullying
As it has been noted before, Internet ensures the anonymity of an individual. This is one of the reasons why many children under the age of 11 can be easily victimized or bullied via the Internet (Mackem 23).
There are many Internet users, who tend to insult or humiliate other people. In many cases, some of their victims can be children. Very often, bullies can make insulting or provocative comments about the race of their victims, their social status, nationality, or their parents (Mackem 23). On the whole, such comments can be extremely traumatic for a child.
Furthermore, some of them can be bullied both at school and on the Internet. Therefore, Internet cannot be regarded as a safe space for a child under the age of 11. Researchers often argue that many parents underestimate then dangers to which their children can be exposed (Liau and Angeline 217). For instance, they do not know how their children interact with their peers when they use social networks or chats.
Certainly, one should not assume that Internet acts only as a negative force; such an opinion can hardly be objective. For instance, children under the age of 11 can play educational games online, and sometimes these games can contribute to their intellectual development.
Moreover, they can definitely use Internet in order to communicate with their friends. Such interactions are important for psychological development of a person. So, one cannot say that this age group should not have access to this technology. Yet, parents should make sure that children are not exposed to violence or sexuality.
Conclusion
Thus, Internet can exercise a powerful influence on the personality of children under the age of 11. In particular, it can shape both verbal and non-verbal behavior of these people. The excessive use of Internet can lead to such consequences as low self-esteem, aggression, acceptance of violence, and biases.
In many cases, children may find it difficult to establish social relations and interact with peers or adults. These are the hypothetical dangers of Internet. Thus, the task of parents is to avoid such problems. They should pay more attention to the content their children access.
Works Cited
Harman, Jeffrey, Cathrene, Hansen, Margaret Cochran, and Cynthia, Lindsey “Liar,
Liar: Internet Faking But Not Frequency Of Use Affects Social Skills, Self-Esteem, Social Anxiety, And Aggression.” Cyberpsychology & Behavior 8.1 (2005): 1-6. Print.
Kizza, Joseph. Ethical and Social Issues in the Information Age. New York: Springer, 2010. Print.
Liau, Albert and Angeline, Peng. “Parental Awareness And Monitoring Of
Adolescent Internet Use.” Current Psychology 27.4 (2008): 217-233. Print.
Mackem, Gayle. Bullying and Teasing: Social Power in Children’s Groups. New York: Springer, 2003. Print.
Martin, Carol and R. Fabes. Discovering Child Development. New York: Cengage Learning, 2008. Print.
Strom, Paris and Strom, Robert. “Growing Up With Social Networks And Online Communities.” Education Digest 78.1 (2012): 48-51. Print.
Willard, Nancy. Cyber-Safe Kids, Cyber-Savvy Teens: Helping Young People Learn To Use the Internet Safely and Responsibly. New York: John Wiley and Sons, 2007. Print.