Ages and Stages

During the preteen years, young people progress from dependence on family toward the independence of late adolescence. During this period, preteens:

• begin using conceptual information in order to ascertain multiple levels of meaning
• are intrigued by subcultures beyond the world of their parents
• may become self-conscious as a result of physical maturation
• measure self-image and status in relation to peers
• may conform in order to be “included”
• may develop fear or dislike of “the other” (defined by ethnicity, sexual orientation, poverty, physical appearance, etc.)
• continue to develop moral self-identity and gender-identity
• adopt long-term interests and behavioural patterns

11- and 12-Year-Olds and Media

Although children in this age group are passionate about what’s “right” and what’s “wrong,” they are not yet capable of true abstract reasoning. Although television is the medium of choice, listening to music and surfing the Net become increasingly popular at this age. Eleven- and 12-year-olds:

• balance media consumption with other activities, such as hanging out with friends and taking part in sports
• feel in control when it comes to technology
• see computers and the Internet as “cool”
• seek out more teen-oriented entertainment
• are better able to judge what is real in media, but still accept media content, entertainment and games uncritically
• may be influenced by media images and personalities – especially those that appear "cool" or desirable and reflect "real" people (such as VJs on MuchMusic or MTV)
• may be frightened by realistic portrayals of violence, threats or danger – whether on the news or in television dramas

Internet Snapshot

A 2001 survey by Media Awareness Network provides a snapshot of how children in this age group use the Internet.

• Although much online time is spent surfing, eleven- and twelve-year-olds are increasingly using the Internet to socialize with friends through instant messaging and e-mail.
• Children in this age group are beginning to communicate with online acquaintances they have not met in real life.
• Boys in particular are utilizing the Internet’s potential for accessing free games, music and software, and are beginning to discover the game culture of the Internet.
• The Internet is the first choice for homework for this age group – with one third believing that most online information is true and can be trusted.
• Interest in music is carried through to music-related Web sites.
• Half the children in this age group participate in chat rooms. Nearly four out of ten visit private and adult chat areas.
• By age twelve, nearly half of Canadian adolescents have encountered online pornography, usually by accident.

(Source: Young Canadians In A Wired World Survey, Media Awareness Network, 2001)

Educational Resources Online

Online resources that are appropriate and useful for this age group include:

• games and activities that develop academic skills, such as math and spelling
• free material posted by experts
• Web sites that focus on ethical or global concerns
• online dialogue between children on age appropriate issues (such as UNICEF's Voices of Youth: http://www.unicef.org/voy/)
• virtual dissection sites
• children's sections on many institutional sites (for example, see PBS’s ecology Web site Backyard Jungle: http://pbskids.org/backyardjungle/)
• Web sites that provide exposure to other cultures and Web sites in different languages
• tools such as dictionaries, encyclopedias and thesauruses
• virtual art galleries, museums and science centres
• Web sites that track online hoaxes, viruses and misinformation
• a wide range of search engines and search engine tutorials
• “homework help” or “ask an expert” Web sites
• libraries

Online Issues

One-half of 11- and 12-year-olds surf the Net unsupervised. This is of particular concern since this age group is known to be a target for pedophiles. Other online issues that should be addressed for this age group include:

• existence of commercial Web sites disguised as legitimate subculture environments for adolescents and preteens (such as “blogs” – online journals – message boards, e-zines that appear to be created by young people)
• heavy use of “hip” rebellious language and ‘‘attitude” by marketers to engage adolescents
• exposure to spam and marketing through e-mail contact
• aggressive and manipulative collection of children’s and parents’ personal information by marketers
• exposure to games for kids embedded in adult sites (such as alcohol sites)
• heavy use of interactive games by preteens
• exposure to search results containing inappropriate Web sites
• aggressive promotion of adult Web sites (for example, pornographic spam delivered to e-mail accounts)
• risk of harassment and bullying – most commonly from peers – through e-mail, chat-room contacts and instant messaging
• existence of online identities that may be false

Educational Response: Teaching Critical-Thinking Skills

As their online explorations increase, 11- and 12-year-olds need continued guidance regarding Internet safety and protection of privacy. They should continue to think about good citizenship and responsible Internet use. The following should be reviewed at this age:

• elements of Web design
• strategies for planning and implementing effective online research
• search techniques
• methods for comparing, contrasting and measuring quality of information from different Web sources (looking at source, content and intent, and comparing information with that in offline resources)
• strategies for determining the authorship and authority of online information
• how to cite Internet sources
• copyright legislation and issues stemming from file-sharing and downloading games
• responsibility and citizenship on the Internet the role of technology in society and in creating a global community
• strategies used by online marketers
• passive (text-based files called “cookies” that lodge themselves in your hard drive when you visit a site) and aggressive (direct requests for personal information) methods of online data collection
• basic online safety skills
• the pros and cons of online anonymity
• predators and their methods
• strategies to minimize exposure to adult Web sites
• Web sites that talk about healthy sexuality
• the "culture of meanness" on some Web sites (for example, those featuring cruel or insulting content aimed at individuals or groups)

Resources from the Media Awareness Network Web site for getting started

• Deconstructing Web Pages
  A lesson in which students apply the "5W's of Cyberspace" to sources of information they find online.
• How to Search the Internet Effectively
  A handout with strategies for conducting effective online searches
• Internet Checklist for Kids Ages 9-12 (PDF)
  An online safety tip sheet for children ages 9-12
• Jo Cool or Jo Fool
  An interactive game and quiz, with Teacher’s Guide, that helps kids surf wisely and begin to think critically about online privacy, online marketing, responsible Internet use, authenticating online resources and Internet safety
• Online Marketing to Kids: Protecting Your Privacy
  A lesson that introduces students in Grades 6-9 to the online marketing techniques used to target children on the Internet and helps them understand the similarities and differences between traditional marketing methods and online advertising
• Online Marketing to Kids: Strategies and Techniques
  A lesson that introduces students in Grades 6-9 to the ways in which commercial Web sites collect personal information from children and to the issues surrounding children and privacy on the Internet

Lefebvre, A., and Hillis, B. (1999). Taking Your Kids Online. McGraw-Hill Ryerson Ltd.: Toronto.

Bibby, R. (2001). Canada's Teens: Today, Yesterday, and Tomorrow. Stoddard Publishing Co.: Toronto.

Josephson W. (1995) Television Violence: A Review of the Effects on Children of Different Ages. Report prepared for the Department of Canadian Heritage.