- Title Pages
- List of tables and figures
- Notes on contributors
- One Theoretical framework for children's internet use
- Two Methodological framework: the EU Kids Online project
- Three Cognitive interviewing and responses to EU Kids Online survey questions
- Four Which children are fully online?
- Five Varieties of access and use
- Six Online opportunities
- Seven Digital skills in the context of media literacy
- Eight Between public and private: privacy in social networking sites
- Nine Experimenting with the self online: a risky opportunity
- Ten Young Europeans' Online environments: a typology of user practices
- Eleven Bullying
- Twelve ‘Sexting’: the exchange of sexual messages online among European youth
- Thirteen Pornography
- Fourteen Meeting new contacts online
- Fifteen Excessive internet use among European children
- Sixteen Coping and resilience: children's responses to online risks
- Seventeen Agents of mediation and sources of safety awareness: a comparative overview
- Eighteen The effectiveness of parental mediation
- Nineteen Effectiveness of teachers' and peers' mediation in supporting opportunities and reducing risks online
- Twenty Understanding digital inequality: the interplay between parental socialisation and children's development
- Twenty-one Similarities and differences across Europe
- Twenty-Two Mobile access: different users, different risks, different consequences?
- Twenty-Three Explaining vulnerability to risk and harm
- Twenty-Four Relating online practices, negative experiences and coping strategies
- Twenty-five Towards a general model of determinants of risk and safety
- Twenty-Six Policy implications and recommendations: now what?
- Appendix: Key variables used in EU Kids Online analyses
- (p.73) Six Online opportunities
- Children, risk and safety on the internet
- Policy Press
Based on the range and types of children's online activities this chapter analyses how and with which outcome children use the online opportunities. The ‘ladder of opportunities’ approach is based on the notion that children can be divided into groups based on the range of opportunities used by a particular child moving from information-related sources to communication to advanced uses, ending with online content creation practised by only a few. Based on the opportunities ladder, European countries are also compared in this context and analysis provided of whether the opportunities used are related to age, gender, socio-economic status (SES) and/or online experience.
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