A CASE STUDY ON HOW DOES

INTERNET AFFECT CHILDREN

AGES 5-12 YEARS’ OLD
By: Casaberde, FeDianito, MaureenMaylene MarquezYabo J.R. Regie Valdevieso,
Leahbille Delos Reyes, Mischelle

FEBRUARY 1, 2018
THE FISHER VALLEY COLLEGE
[Company address]
Table of Contents

Abstract ........................................................................................................................................................ 1
Introduction ................................................................................................................................................. 2
Development of the Computer and Internet ……………………………………………………………………………….3

What is the Internet? ………………………………………………………………………………………………………………….4

Pros and Cons of the Issue………………………………………………………………………………………………………….

Social Effects ………………………………………………………………………………………………………………………….

Physical Effects ………………………………………………………………………………………………………………………

Psychological Effects………………………………………………………………………………………………………………

International and national policy landscape

Method ……….………………………………………………………………………………………………………………………………………13

Conclusion……………………………………………………………………………………………………………………………………….14

References……………………………………………………………………………………………………………………………………….21

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 ABSTRACT
As more and more researchers from all over the world are becoming interested in how children
use the Internet and mobile technologies, global evidence of both the opportunities that the
Internet brings, and their associated risks, is increasing. A new research initiative, Global Kids
Online, contributes to this through provision of tools and guidelines to national researchers and
comparative analysis of country-specific research findings. For the first time, rigorous and
comparable evidence from lower and middle-income countries (South Africa, Serbia, the
Philippines, Brazil and Argentina) is available on a range of topics: children’s civic engagement,
participation and digital literacy, as well as risky behavior and negative experiences. But to what
extent do current Internet related or broader child rights policies (regarding education and
protection) correspond to this growing evidence base? What are the opportunities, through
evidence use, for influencing new policy direction related to children and the Internet? Drawing
on recent research and an associated policy review, this paper explores the link between the
two and provides some suggestions for policy and questions for further discussion.

KEYWORDS: Child rights online, Internet policy, online policy, child rights policy

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 Introduction
Since the beginning of time there have been great achievements that have helped mankind
progress to the next level of a species. The first things you think of would of course be the wheel
and fire. While these are very important in our history, now we must think of the things around
us that would and will be useful in our future. Things like the automobile have grown to be very
important and many rely on them for their everyday travel. But there are a couple other things
that many people don’t even think too much about yet they play a giant role in our everyday
activities.
By the turn of the century, information, including access to the Internet, will be the basis for
personal, economic, and political advancement. The popular name for the Internet is the
information superhighway. Whether you want to find the latest financial news, browse through
library catalogs, exchange information with colleagues, or join in a lively political debate, the
Internet is the tool that will take you beyond telephones, faxes, and isolated computers to
improve networked information.
21st Century is the year for Technology and as time passes by mankind has developed machine
and devices to make our life easy and stay on a fast pace. Although you don’t realize it all of the
time, they are the sole things that keep you going. These key items would be computers and the
Internet. What makes it so when you turn the key in the ignition of your car it starts? That would
be a computer. What controls when the traffic lights change? That would also be a computer.
When you go on your computer at work what do you use? You use the Internet. Everyone uses
them; it’s just that you use them so much you don’t think of it as often. Other items that play
smaller roles are items such as satellite TV and cable TV.
The world has changed since these machines have come along. It’s almost scary to stop and
think how much we rely on them on our day-to-day routine. So you must realize that with this
advanced technology there are pros and cons. Just sometimes the cons are hard to find.
With close to 3.5 billion users worldwide, the Internet has become a key public infrastructure
that has the potential to connect people, companies and businesses, and to facilitate service
delivery and economic growth

Development of the Computer and Internet

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The computer is an invention that has shaped and molded a generation of people from all over
the world into one big community. The Internet has helped bridge giant gaps in communication
and business alike. Both of these wonderful creations are now what the things you use every
day, use to keep them going. This fact can be seen as both a positive and a negative to how
technology plays a part in everyone’s life. No matter how you choose to look at the computer
and the Internet, they are both very important pieces of both our history and our future.

What is the Internet?

The Internet is the global system of interconnected computer networks that use the Internet
protocol (TCP/IP) to link devices worldwide. It is a network of networks that consists of private,

public, academic, business, and government networks of local to global scope, linked by a
broad array of electronic, wireless, and optical networking technologies. The Internet carries a
vast range of information resources and services, such as the inter-linked hypertext documents
and applications of the World Wide Web (WWW), electronic mail, telephony, and file sharing.

Pros and Cons of the Issue

As with any improvement to a system, there are difficulties and obstacles to overcome. One
issue that surrounds specifically children, that may have a big impact on their development.
The positives of social media:
Education:
 Teachers are able to easily collaborate and communicate with students and one
another.
 Students have easy, free access to resources online to help them learn.

 Grades improve and absenteeism is reduced.

 59% of student users report that they use social networking to discuss educational topics
 and 50% use the sites to talk about school assignments.

Politics:

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  Voter participation is increased. Facebook users said they are more likely to vote if they
see that their online friends did. During the elections of 2010, users who visited
Facebook more than once a day were 2.5 times more likely to attend a political rally or
meeting and 43% more likely to say they will vote.
 Social media facilitates political change: Online networks give social movements a quick,
cheap method of disseminating information and mobilizing people.
Job Opportunities:
 Great for professionals for marketing, connecting, and finding business opportunities.
 Employers find employees and unemployed find work. 89% of job recruiters have hired
via LinkedIn, 26% via Facebook, and 15% via Twitter.
 Social media sites have created thousands of jobs and new avenues of income.
The negatives of social media:
A Detriment to Work and/or School:
 Enables cheating on school assignments.
 While grades did improve for light users, the grades of students who are heavy users of
social media tend to suffer. One study shows that student users have an average GPA
of 3.06 while non-users have an average GPA of 3.82.
 For every 93 minutes over the average 106 minutes spent on Facebook daily, college
students’ grades dropped .12 points.
 Another study showed that students who went online while studying scored 20% lower
on tests.
 Possible negative effects on college admission: 35% of admissions officers scan
prospective students' social media and report discovering information that affects their
admissions decision.
 Social networking sites harm employees' productivity. 51% of users aged 25-34 checked
social media at work.
 Using social media can harm employment and prospects. Job recruiters check a
prospective employee's social media accounts, and things like profanity, poor spelling or
grammar, racism, sexism, poor health, references to alcohol or drugs, and sexual and
religious content can all count against you.

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Lack of Privacy:
 People, especially the young, are often too open and public with personal information
when online. Most don't read privacy policies and may be unaware that their information
may be used by third parties, like advertisers, insurance companies, and the IRS. 21%
of teens believe it is safe and harmless to post personal information, including photos.
 Exposure to corporate and governmental intrusions. The US Justice Department
intercepts thousands of pieces of information from email and social networking activity
per year.
 The IRS trains agents to scan social media for information that can help them resolve
taxpayer cases.
 Insurance companies use information gleaned from social media, as well. If you have
"liked" a medical-related page or a post about a health condition, that information is
sometimes used by insurance companies to determine eligibility and raise rates.
 Online advertising policies are an invasion of privacy. If you "like" a brand, you’re giving
that company access to your personal information.
Users Vulnerable to Crime:
 Social networking sites allow hate groups to recruit and distribute propaganda online.
 Unauthorized sharing and copyright infringement threatens intellectual property and
causes loss of income.
 Security attacks such as hacking, identity theft, phishing scams, and viruses are
common online. 68% of users share their real birth date, 63% share the name of their
high school, 18% share their phone number, 12% share a pet's name: This information
might be used in identity theft.
 Criminals use social media to commit crimes. Robbers know when you're away from
your home on vacation and stalkers get information about your whereabouts via social
media.
 Sexual predators find, stalk, and assault victims through social media.
 Sexting (texting sexual content) can be a big problem. When teens post sexy photos or
comments online, it can lead to criminal charges and child pornography. 88% of "private"
sexual images posted to social media are stolen and publicly posted on porn sites

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 without the subject's knowledge.
 Security attacks such as hacking, identity theft, and viruses and exposure to phishing
scams are common via social media.
Social Detriments:
 Cyber-bullying (the use of electronic communication to bully someone, usually by
 sending intimidating or threatening messages) is commonplace online, causes emotional
 trauma, and sometimes even leads to suicide. 49.5% of students reported victimization
by bullying online and 33.7% admitted to online bullying. A 2012 study found that at least
800,000 minors had been harassed on Facebook. Middle school children who
experienced cyberbullying were almost twice as likely to try to kill themselves.
 According to one report, 15% of adult users said that something that happened online
caused a friendship to end. 12% of adult users said something that happened online
caused a face-to-face argument, and for 3% of adults it turned into a physical
confrontation.
 Extensive online engagement is correlated with personality and brain disorders like poor
social skills, ADHD, narcissistic tendencies, a need for instant gratification, and addictive
behaviors and other emotional distress like depression, anxiety, and loneliness.
 Less time for face-to-face interaction with loved ones. 47% of 18-34-year-old users
reported using social media or texting during meals. 10% of people younger than 25
reported checking their phones and social media during sex.
 Children at higher risk for depression, low self-esteem, and eating disorders and more
prone to feeling isolated and disconnected (especially youth with disabilities).
Misinformation:
 Enables the spread of false rumors and unreliable information: 49.1% of users have read
false news on social media.
 Encourages amateur medical advice and self-diagnosis of health problems, which can
be dangerous and life-threatening.
Advertising:
 Studies have shown that sites such as Facebook influence you, via advertisements, to
spend more money.

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  Advertisers gain all kinds of personal information about you via your social media,
information they use to persuade you to buy their product.
A Waste of Time:
 When alerted to a new post or tweet, it takes about 20 to 25 minutes for the average
user to return to their original task. 30% of the time it takes two hours for the user to
return to their original task.
Physical Health
As children spend more time in front of computer monitors, they typically spend less time in
physical activities. The sedentary lifestyle associated with computer usage can be a prime risk
factor for obesity, according to clinical psychologist Kaleyvani Geeseeny Sawmy, author of "The
Impact of Internet Use on Children/Adolescents." Furthermore, computer use is linked to both
repetitive motion injuries like carpal tunnel and eye strain. For some children, the rapidly
flashing images of certain websites and games can trigger epileptic seizures, according to
authors of "The Impact of Home Computer Use on Children’s Activities and Development,"
published by Princeton University.
Cognitive Development
Children with easy access to the Internet may become less able to separate fact from fiction.
The Internet has no filter and no peer review, so anyone can publish anything they want.
Educators also worry that the informal communication common to chat rooms has carried over
into academic settings. Students facing challenging homework tasks and essays are becoming
more likely to plagiarize from Internet sources. The multitasking that many children engage in
while online reduces attention span, making intense concentration on a single task more
difficult.
Depression and Isolation
Increased Internet use among children may result in feelings of loneliness and depression,
warns Geeseeny Sawmy. Whether time spent online is a cause or effect of these negative
feelings is unclear. However, more online time does result in less time spent with family and
friends or working on hobbies. The rapid and instant nature of Internet stimulation alters the way
a young person sees the world, leading to more boredom with everyday life.
Social Maladaptation

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Desensitization to violent stimuli is one potential consequence of excessive Internet usage in
children, warns the City of Manchester Health Department. Both violent and pornographic
imagery can fundamentally alter a developing child's perspective on the world. Child
pornography is especially disturbing and may forever change a child's understanding of human
sexuality. The violent images, foul language and lack of social rules common to the Internet do
not prepare anyone, much less a growing child, for interaction in the real world.

International and national policy landscape

When we tried to identify what comprises national or international policy related to children and
the Internet, it was difficult to find a straightforward answer; it can mean different things, in
different regions, when it comes to largely fall into two domains: (a) child safety online
(protection) and (b) empowerment, awareness raising and digital literacy (provision). the early
policies concerned with children’s use of the Internet focused on protection, the child online
safety policy agenda in Europe has shifted away from a focus on restrictions and now places a
greater emphasis on awareness raising and empowerment of children and their parents (O’Neill,
Staksrud, and McLaughlin 2013O’Neill, B., E. Staksrud, and S.McLaughlin, eds. 2013. Towards
a Better Internet for Children? – Policy Pillars, Players and
Paradoxes. Göteborg: Nordicom. [Google Scholar]). Instead of providing a safer Internet for
children, a more balanced agenda is promoted that recognises the many benefits of Internet use
and aims at providing a better Internet service for children.88. European Strategy for a Better
Internet for Children. (COM 2012European Commission. 2012. Communication from the
Commission to the European Parliament, the Council, the European Economic and Social
Committee and the Committee of the Regions. European Strategy for a Better Internet for
Children. COM (2012) 196 final. [Google Scholar]): 196 Final.View all notes Still, somewhat
surprisingly, the comprehensive child rights agenda is missing from many policy debates,
especially when it comes to understanding the exercise of children’s participation rights (such
as civic engagement, participation, privacy and freedom of expression).
According to Philippine House of Representative “At present, there is no existing system of
regulation imposed, even in schools, that can control the Internet activities of the students. With
these existing circumstances, there is an urgent need to regulate the access by minors to the

9
Internet in commercial establishments, school premises, and even in households. A
comprehensive cybersecurity program must be in place to ensure that minors are not going to
be exposed to detrimental materials found in the internet, such as, but not limited to,
pornography, sex and violence. That’s why they made an act This Act shall be known as the
"Child Internet Safety and Protection Act of 2017." SEC. 2. Declaration of Policy. - It is hereby
declared a policy of the State to promote and protect the physical, moral, spiritual, intellectual,
psychological and social well-being of children. Towards this end, it shall vigorously promote
the safety and protection of children in accessing the Internet against harmful materials, such
as, but not limited to, pornography, sex and violence by adopting extensive public awareness
programs and using appropriate and effective filtering or firewall devices.
SEC. 3. Definition of Terms: -
(a) "Children" refers to persons below eighteen (18) years of age;
(b) "Commercial establishment" refers to businesses offering Internet services for profit such as,
but not limited to, Internet cafes and other establishments offering access to cyberspace and the
world-wide web;
(c) "Harmful materials" mean:
1) Any communication, picture, image, graphic image, information, file, article, recording,
writing, or any other form of media that is obscene as defined by law;
2) One that depicts, describes, or represents in any manner, directly or indirectly, offensive to
children, an actual and/or simulated (i) sexual act and/or contact, especially sexual perversions
such as pedophilia and bestiality; or (ii) a lewd exhibition of the genitals or female breast; or
3) If taken as a whole, the lack of serious literary, artistic, political, or scientific value for children.
(d) ’’Internet” refers collectively to the myriad of computer and telecommunications facilities,
including equipment and operating software, which comprise the interconnected world-wide
network of networks that employ the Transmission Control Protocol/ Internet Protocol, or any
predecessor successor protocols to such protocol, to communicate information of all kinds by
wire, radio, or other electronic media;
(e) ’’Internet Content” refers to all forms of information including text, pictures, animation, video
and sound recording, and may include software;
(f) “Internet filter” refers to a piece of software that filters by keyword or blocks by Uniform

10
Resource Locator or commonly known as URL what a web browser will display for the benefit of
children;
(g) ’’Internet Service Provider” (ISP) refers to a company that provides individuals and
companies access to the Internet and other related services;
(h) "Public Internet points” refer to those establishments offering Internet services such as public
or private schools, libraries, and similar establishments that provide computer or Internet
services to the public;
SEC. 4. Internet Safety for Children. - For purposes of this Act, Internet safety for children
includes access to Internet materials that shall not, in any way, be harmful to the physical,
moral, spiritual, psychological development, and social well-being of children.
SEC. 5. Restriction of Access by Children to Harmful Materials in the Internet. - All commercial
establishments or public Internet points offering Internet services, public and private educational
institutions, shall be required to offer filtered “clean feed Internet service” using end-user or PC
based filtering software to all Internet users below eighteen (18) years of age. The State shall
encourage, inform, and educate the parents or guardians by making the use of Internet filters
widely accessible for households to enable parents or guardians to block web pages that are
considered unsuitable to children.
SEC. 6. Duties and Responsibilities of ISPs. - Internet Service Providers (ISPs) shall have the
following duties and responsibilities under this Act:
(a) Take reasonable steps to ensure that Internet access accounts are not provided to children
under 18 years old without parental consent;
(b) Provide to its users one or more duly approved filter software products or services by
providing them with an Internet link which they can install or download the software or by
providing a Compact Disc which enables users to install the software on their own computer or
a 'server based' filter software service or a service which filters Internet content before it is sent
to the user's computer. No Internet filtering software shall be used in all commercial
establishments or public Internet points other than those duly approved and prescribed by the
CISC.
SEC. 7. The Child Internet Safety Council. - There is hereby created a Child Internet Safety
Council (CISC) under the Department of Social Welfare and Development (DSWD). It shall be

11
headed by an Undersecretary of the said agency, and shall be composed of duly designated
representatives of the following departments or agencies as members:
(a) Department of Education
(b) Department of Interior and Local Government
(c) Council for the Welfare of Children
(d) Commission on Information and Communications Technology
(e) National Youth Commission
(f) National Telecommunications Commission
(g) Philippine Information Agency; and
(h) Non-government organization concerned with the welfare of children
SEC. 8. Initial Review and Report. - Within one (1) year after its creation and organization, the
CISC shall review and evaluate:
(a) The status of government policy and industry efforts to promote Internet safety through
educational programs, parental participation and guidance, technology application, blocking
and filtering software, age-appropriate labels for content or other regulatory and technological
initiatives designed to promote a safe Internet environment for children;
(b) The development of technologies to help parents, schools, commercial establishments, and
public Internet points shield children from inappropriate material on the Internet.
Within the same period, it shall submit a report to Congress setting forth
(a) Its findings, including any information relating to the effectiveness of existing or planned
strategies, technologies, prevalence within industry of educational campaigns, parental control
technologies, blocking and filtering software, labeling, or other technologies to assist parents
and protect children’s interests; and
(b) Its recommendations as to what interventions, Internet protocols, and incentives could be
developed and enforced for the effective implementation and employment of such
and technologies.

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 Method
Participants
The participants were children ages from 5 to 12 years’ old all of them are students in different
Elementary School in located in different parts of Taguig..

Procedure
The observations took place between Tuesday, February 27, and Thursday, March 1, 2018. The
children were observed at computer shops from 9:00 AM, 11:00 AM, 2:05 PM, and 10:00 PM.
The total number of children using computers was recorded, then children from ages to 5-12
years old were observed and the number of each using the computers for the following criteria
was recorded: Legitimate computer use was defined as researching the Internet for doing
homework, and academic projects, not otherwise specified, use. Non-study related computer
use was defined as surfing the Internet for recreation, gaming, chatting or emailing, and
nonacademic, not otherwise specified, use.
Table 1 Percentages of student doing academic and non-academic work.

Total Participants Academic Nonacademic

Children ages 5-12 25 8 17

N = 25
Results
The significance test (p < .05) supported the hypothesis that children ages 5-12 are more likely
to be using the computers in computer shops for non-academic purposes, and therefore have
poorer study skills and are more at risk for Internet addiction. And more likely to be spending
more time in the internet shops than staying at home or playing outside. According to UNICEF’s
Research “The fact that children “often lack the awareness and the capacity to fore see possible
Consequences can make them vulnerable and easy to be targeted by bullying, sex offenders
and have Children’s private lives can thus be exploited by marketers, who can observe them
online activity and even mimic those online environments that appeal to children and in which
they feel safe (Steeves, 2006).

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14
15
Pangalan: Michael Angelo Suryun..
Ilang taon ka na?: 6 years old
Nag-aaral k na ba?: Hindi
Bakit hindi ka pumapasok sa school?:Hindi ako pinapapasok ni mama ei
Bakit?: D ko po alam.
Anong oras ka pumupunta plagi ng computer shop- Umaga..
Bakit maaga pa sa computer shop ka na?:-.Walang tao sa bahay..-wla kami computer sa
bahay..
Kasi umaga umaalis c mama papuntang trabaho..gabi na sya umuwe..kaya naglalaro ako
plagi..
Saan ka kumukuha ng pera panglaro mo-:Minsan binibigyan po ako ng mama ko..
Bakit gusto mo maglaro sa computer shop palagi:-,Masaya po maglaro...

Ano pangalan mo?

Christian Ponte
Ilang taon ka na? 12
Ano ginagawa mo paguwi galing school? Sa bahay nood ng tv mag saing
Hindi kaba pumopunta sa computeran?

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 Minsan pag nag research
Pagkatapos mag reseach hindi kaba ng bukas ng ibang site?
Youtube
Ano pa?
Games
Yon lang ba o baka may iba kpang pinapasukan na site?
Wala na
Gusto mobang maglaro o magbabad sa computer?
Eh wala namang pora eh
Ano mas gusto moaglaro ng computer o maglaro sa labas kasama ang barkada?
Mas gusto ko sa computer
Bakit naman na mas gusto mong mag computer?
Hindi mainit saka masaya mag computer.

Anong pangalan mo?

Dennisse
Ilang taon ka na?
11 po
Lagi ka ba dito sa computer shop?
Paminsan minsan lang po
Ano-ano ang mga pinupuntahan mo dyan?
Youtube po
Baka kung ano ano ang pinupuntahan mo dyan?
Hindi p, youtube lang po

Ano pangalan mo?

Apen
Ilang taon ka na?
9 yrs old
Madalas ka ba nagpupunta dito sa computer shop?

17
 Opo
Anong mga site ang madalas mo puntahan?
Youtube at facebook po
Kapatid mo ba iyang katabi mo?
Opo
Anong pangalan nya at ilang taon na?
Anton po, mag 3 yrs old
Madalas mo ba sya isama pag nagpupunta ka dito?
Opo, kasi wala din po kami kasama sa bahay.
Bakit?
Nasa trabaho po kasi si mama. At sila ate po nasa school pa
Bukod sa youtube at facebook, ano pa mga site na pinupuntahan nyong magkapatid?
Minsan po naglalaro
Alam ba ni mama mo na sinasama mo ang kapatid mo dito?
Minsan po oo, minsan hindi.
Eh kanino kayo humihingi ng pera para sa pagcocomputer?
Yun iniiwan po ni mama na pang merienda namin. minsan po yun natitira sa baon
ko sa school
Nakakatulong ba sa iyo sa school ang pag iinternet?
opo, sa mga assignment ko po

18
 Conclusions
The results of this study were clearly contrary to initial expectations. That Technology has
completely changed virtually every aspect of our society over the past few decades, from the
way we work to the way we socialize and everything in between. One of the differences that
have been most noticeable is the change in the way that children play and interact with each
other from previous generations. Although technology does provide many positive benefits for
learning, it also can have several negative effects on child development and quality of life.
The processing of data that we make available – or which is collected from us – online affects
all internet users. It is of special relevance to vulnerable groups and especially minors, as they
do not comprehend the risks and consequences related to the processing of their personal data
(Shin and Kang, 2016). A Global Privacy Enforcement Network (GPEN) survey conducted in
2015 in response to concerns over children’s apps and websites found that two thirds of the
1,494 websites2 and apps surveyed had no protective controls to enable children (or their
parents) to limit the disclosure of personal data (GPEN, 2015). A 2016 GPEN survey focusing
on the Iota verified that 59 per cent of the Iota devices surveyed did not provide proper
information on how they collect, use and disclose users’ personal information (GPEN, 2016).
Furthermore, a 2016 World Health Organization report on online food advertisements aimed at
children concluded that parents were unaware of both the profiling techniques used to target
children and the related risks (WHO, 2016). Recent research has shown screens from devices
such as tablets and smart phones emit harmful blue light that can cause headaches, eye strain
and irritated eyes for children. Furthermore, sleep is also disturbed by harmful blue light when
children are exposed to screen time in the evening due to the suppression of the hormone
melatonin which regulates the sleep wake cycle. This makes it increasingly difficult for a child’s
body to effectively prepare to get ready for a goodnights sleep.
One lesson we might take from this study is that we need to take action and be aware on our
children now a day, we need to know what websites they go to or do they use internet for
educational purposes or just for playing or streaming videos only. We need to have a a stronger
policy and law whose main objectives is to protect children from sexual exploitation online,
cyber bullying driven by sensationalized media reports and high-profile incidents.
It is timely, indeed imperative, to support research that examines children’s everyday lives in all

19
their diversity, developing methods by which to assess the relevance and consequences of
internet use, and by which to contextualize that use within the wider conditions of their everyday
lives, especially in the global South where so much future internet use will occur. Also important,
we urge that all research that examines the general population’s internet access and use
includes explicit consideration of children too, overcoming the temptation to survey only those
aged 16+ or only the head of the household and thereby omit the experiences and voices of
children. Last, we urge that policy and practice that may affect children, intentionally or
otherwise, is firmly evidence based so that children’s needs and rights are not overlooked,
misunderstood or even directly undermined. Rather, we believe that a better understanding of
children’s lives – and their rights – in the digital age will surely serve to empower them and their
communities.

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 References
Limpingco, Delia and Gaerlan Josefina, . Child and Adolence Module
House of Representative House Bill
Centre for Justice and Crime Prevention and Data & Society. 2016. Child Online Protection in
the MENA Region. Unpublished research report undertaken for UNICEF Middle East and North
Africa Regional Office.
Strickland, J. (n.d.). What are the pros and cons of social networking sites?
https://www.unicef-irc.org/publications/926-child-privacy-in-the-age-of-web-20-and-30-
challenges-and-opportunities-for-policy.html
https://journal.thriveglobal.com/will-technology-ruin-your-childrens-development-
663351c76974
https://www.tandfonline.com/doi/full/10.1080/23738871.2017.1291698?hootPostID=1753d7
ca474ab7a748bcee5f22ffe65e&

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