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Developing Freedom: Behavioural and Social Freedoms for Children Via Mobile Phones and Internet Devices

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Developing Freedom: Behavioural and Social Freedoms for Children Via Mobile Phones and Internet Devices DEVELOPING FREEDOM: BEHAVIOURAL AND SOCIAL FREEDOMS FOR CHILDREN VIA MOBILE PHONES AND INTERNET DEVICES Karen Ina Moyse A thesis submitted in partial fulfilment of the requirements of the University of Lincoln for the degree of Doctor of Philosophy July 2016 1 Abstract Middle years children (7 - 12 years) engaging with mobile phones has become a very normal part of their behaviour in recent years. It is an important issue for psychologists to explore in relation to learning about children’s development and behaviour currently. The internet is part of the mobile phone, so one cannot be explored without looking at the other. Much of the evidence that exists has explored children’s use of the internet, but there is less evidence available about children using mobile phones. Only recently has evidence started to emerge. Questions were devised for this research project asking children (7 – 12 years) about the meaning of mobile phones / internet devices, as well as investigating children’s use of these devices on the parenting role. A qualitative research approach was taken in order to investigate children's views and parents' views, so that in-depth knowledge could be gained. Bronfenbrenner’s (1979) theory on social development was incorporated as the underpinning theory for this research, to assist in understanding children’s social development in different social settings. Critical realism (Maxwell, 2012) was selected as the epistemological approach as it allowed participants' realities to be considered closely alongside established knowledge. As children's use of the mobile phone is a new behaviour for them, established knowledge and views from the field of young people’s use of mobile phones was included but separately; allowing children's realities to be considered and compared within a wider social context. A triangulated research design was thus adopted; comparing the views of these different groups of participants (children, parents and young people). Focus group interviews were undertaken with all participants, along with individual interviews for children. Thematic analysis (Braun & Clarke, 2006, 2013) was applied to analyze all participants' views. Three main themes emerged: 1. Appropriate communications, where children's views about communicating appropriately on their devices were revealed; 2. Freedom, highlighting freedom as an emerging concept for children, where mobile phones particularly played an important role in creating opportunities for children to develop freedom both 2 behaviourally and socially; 3. Time, the final theme shows how parents were thinking about children's use of these devices across time, as a way of understanding their social development. It was revealed that the mobile phone was used as a resource within the parenting role, helping parents to manage children’s behaviour. These themes together form a framework for exploring children’s use of mobile / internet devices. The research also explored some of the social processes underlying interactions between children and parents around children’s devices. It included the unique nature of this cohort of children as early users of mobile phones, as well as parents’ concerns about their children’s use of them. In conclusion this research project, by exploring children's realities alongside those of young people and parents, has helped to develop an understanding about children’s behaviour in a contemporary context through their use of mobile / internet devices, for one group of children. It has also demonstrated how freedom can emerge for children within different social settings (Bronfenbrenner’s settings, 1979). Further research will need to be undertaken with middle years children to see if similar findings are revealed. 3 Acknowledgements Thank you to the following people who have supported me along the way: Professor Harriet Gross and Dr Roger Bretherton for all their help and support; Simon and Lucy, my family, for their patience; the boys (Baz and Coco); and not forgetting Mr Johnny Moyse. A special thank you also to the children, young people and parents who participated. Thank you. 4 Contents Title page Abstract…..1 Acknowledgements…..3 Contents…..4 List of Tables…..10 List of Figures…..11 Chapter 1: Introduction…..12 1.1 Defining key terms 1.1.1 The cohort – middle years children 1.2 Research context 1.3 Why the research focus was selected and its purpose Chapter 2: Literature Review…..20 2.1 Introduction 2.1.1 Parameters for the literature review 2.2 Studying childhood 2.2.1 Evidence from young people 2.2.1.1 Socializing with friends 2.2.1.2 Independence / Freedom 2.3 Studying childhood - children and their communication technologies 2.3.1 Children’s social development 2.3.2 Children’s communication skills 2.3.3 Children’s historic use of communication technologies 2.3.4 Children’ current use of communication technologies 2.3.4.1 Mobile phones 2.3.4.1.1 Communications 2.3.4.1.2 Identity 2.3.4.1.3 Involvement of family and individual freedom 5 2.3.4.1.4 More recent evidence on children and mobile phones 2.3.4.2 The internet 2.3.4.2.1 Freedom - internet access for information 2.3.4.2.2 Safe use and games 2.3.4.2.3 Communication – social networking and identity 2.3.5 Children’s views 2.4 Parenting 2.4.1 Changes to parenting 2.4.2 Mediation of young people’s and children’s use of mobile / internet devices 2.4.2.1 Young people and parent mediation 2.4.2.2 Children and parent mediation 2.4.2.3 Parents’ mediation strategies 2.4.3 Parents’ views 2.5 The current research 2.5.1 Critical realism 2.5.2 Theoretical underpinning 2.6 Conclusions Chapter 3: Methodology and Methods…..76 3.1 Introduction 3.2 Methodology and Methods 3.2.1 Research aims 3.2.2 Qualitative Research: Design 3.2.3 Reflexivity 3.2.4 Participants 3.2.4.1Children 3.2.4.2 Parents 3.2.4.3 Young people / young adults 3.2.4.4 Further details about participants 3.2.5 Research Process 6 3.2.5.1 Access to participants and Ethical principles 3.2.5.1.1 Access 3.2.5.1.2 Ethical principles 3.2.5.2 Methods 3.2.5.2.1 Focus group interviews - parents and young people / young adults 3.2.5.2.2 Children’s focus group interviews 3.2.5.2.3 Children’s individual interviews 3.2.5.3 Data collection 3.3 Conclusions Chapters 4: Analysis process…..115 4.1 Introduction 4.2 The analysis process 4.2.1 Data analysis 4.2.2 Theme development 4.2.2.1 Children’s themes 4.2.2.2 Parents’ themes 4.3 Conclusions Introduction to the findings chapters – 5, 6 and 7…..129 Chapter 5: Theme 1 Children’s views -Appropriate Communications…..131 5.1 Introduction 5.2 Being polite 5.2.1 Polite – verbally 5.2.2 Polite – in writing 5.2.2.1 Receiving replies 5.2.2.2 Writing carefully 5.2.2.3 Typing carefully 5.3 Cool communications 5.3.1 Cool mobiles 7 5.3.2 Communications have to be cool 5.3.2.1 Text speak 5.3.2.2 Imagery within communications 5.3.2.3 Other cool ways to communicate – be creative 5.4 Impolite: Receiving negative communications 5.4.1Negative communications 5.4.1.1 Accessing inappropriate materials 5.4.1.2 Receiving negative communications 5.4.1.3 Dealing with negative communications 5.4.2 Bullying communications 5.4.2.1 Cyberbullying 5.4.2.2 Sending negative communications 5.5 Conclusions Chapter 6: Theme 2 Children’s views – Freedom.….170 6.1Introduction 6.2 Freedom with a leash (Metaphorical leash) 6.2.1 What is freedom for children? 6.2.2 Outdoor play and social interactions 6.2.2.1 Outdoor play 6.2.2.2 Social interactions 6.3 Behavioural control 6.3.1 Parents influence children’s use of their devices 6.3.2 Tight controls and parental concerns 6.3.3 Playing out and social interactions tightly controlled 6.3.3.1 Playing out 6.3.3.2 Social interactions 6.4 Freedom: Early beginnings 6.4.1Playing out / going out and social interactions 6.4.1.1 Playing out / going out 6.4.1.2 Social interactions 6.5 Conclusions 8 Chapter 7: Theme 3 Time - Parents understanding children’s social development, across time…..210 7.1 Introduction 7.2 Theme 7.2.1Time 7.2.2 Time - Past 7.2.2.1 Children’s outdoor play 7.2.2.2 Childhood memories and their influence on parents’ decisions about outdoor play 7.2.2.3 Parents’ memories of their social interactions as children 7.2.3 Time – Present: Resourcing the present 7.2.3.1 The mobile phone as a resource 7.2.3.2 Resource or risk? 7.2.3.3 Sharing the parenting role 7.2.4 Time - Future 7.2.4.1 Parents’ views on their children’s future lives 7.2.4.2 Great expectations 7.2.4.3 Parents’ views on their own future parenting role 7.3 Reflection 7.3.1 Parental support 7.3.2 Time and Settings 7.4 Conclusions Chapter 8: Critical reflection on the research…..247 8.1 Introduction 8.2 Summary of the themes and how they work together creating a framework 8.3 Critical reflection on the research process 8.3.1 Qualitative research: Design and Epistemology 8.3.2 Participants: Access and Methods 9 8.3.3 Analysis and Reflexivity 8.4 Conclusions Chapter 9: The uniqueness of this research…..264 9.1 Introduction 9.2 Unique research 9.2.1 Emerging Freedom 9.2.2 Children’s communication cues 9.2.3 The mobile phone as a parenting resource 9.2.4 Parent in their pocket 9.2.5 Time and communication 9.2.6 Social settings 9.3 The value of themes and frameworks 9.4 Conclusions Chapter 10: Research Conclusions and Recommendations…..279 10.1 Research Summary and Conclusions 10.1.1 Key points 10.2 Recommendations References…..293 Appendices…..330 Appendix 1: Headmaster's letter Appendix 2: Children’s interviews – participant information 10 List of Tables Chapter 2: Literature Review
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