Social Media for Children: How Should Families and Schools Play a Role? Bronfenbrenner's Social Ecological Analysis
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Abstract
The rapid growth of social media has significantly influenced children’s social, emotional, and cognitive development, creating both educational opportunities and developmental risks. This study examines the roles of families and schools in managing children’s social media use through the perspective of Bronfenbrenner’s social ecological theory. Using a qualitative case study design, data were collected from 22 participants including parents, teachers, principals, and fifth-grade students from two elementary schools in Semarang, Indonesia. Data were obtained through in-depth interviews, observation, and documentation, and analyzed using interactive qualitative analysis with triangulation to ensure validity.
The findings reveal that social media functions in three main domains for children: entertainment, education, and communication. While it supports access to information and facilitates school–family interaction, excessive and unsupervised use contributes to imitation behavior, dependency, exposure to inappropriate content, and emotional instability. Families play a primary role through scheduling, supervision, content restriction, and moral guidance, while schools contribute through policy regulation, advisory practices, and formal communication with parents. The study concludes that collaborative and continuous supervision between families and schools is essential to minimize risks and promote responsible social media engagement among children.
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