Abstract
The widespread use of social networking sites (SNS) among children has raised concerns about its implications for their social-cognitive development. This systematic review synthesizes findings from 41 journal articles published between 2011 and 2024, sourced from Web of Science and SCOPUS databases, to explore the benefits, risks, and parental monitoring of young children’s SNS engagement. The review identifies 31 commonly used platforms, including Facebook, Instagram, Snapchat, TikTok, YouTube, Roblox, Club Penguin, and Minecraft, utilized by children, parents, and educators. Most studies highlight the benefits of SNS for identity development, social connections, education, digital literacy, participation, and civic engagement, while fewer studies focus on creativity and self-expression. However, substantial risks are also reported, primarily around values and aggression, followed by commercial exploitation and exposure to sexual content. Parental mediation strategies are varied, with active mediation for online safety, restrictive mediation, and technical controls being the most prevalent. Notably, active mediation is widely recommended to mitigate risks. The review underscores a research imbalance, with a greater emphasis on the benefits of SNS use compared to the exploration of associated risks. These findings offer theoretical insights into the impact of SNS on young children’s social-cognitive development and suggest practical measures for enhancing digital literacy, guiding parental interventions, and informing policy development. This comprehensive analysis serves as a foundation for future research and initiatives to promote safer and more constructive SNS engagement for young children.
Presenters
Alemayehu Regasa BalchaStudent, PhD candidate, National Taiwan University of Science and Technology, Taipei, Taiwan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Social-cognitive development, Underage children, Systematic review, Social networking site engagement
