With the changes in the media world, the lives of young people have changed fundamentally. Young people, even children, with their mobile all-rounders, are immersing themselves more and more autonomously in the open and networked world of digital media and are increasingly withdrawing from direct influence. Educators and pedagogical specialists ask themselves how they can adequately accompany the handling of the media under these circumstances and how they can empower their protégés to exploit the potentials and keep the risks of handling digital media away from them. This volume on media education provides answers to these questions. Starting from a fundamental perspective on upbringing, it provides a differentiated insight into the different ways in which children and adolescents are growing up in an increasingly mediatised world and into the current way children and adolescents deal with the media. The media-related preferences and competences of various age groups, which are related to development and socialisation, are presented in a way that is close to everyday life as starting points for media-educational action, and constitutionally anchored rights of children and adolescents, parental privilege and the guardianship of the state are designed as important frameworks. The other contributions of the volume are dedicated to the individual fields of action. Not only do they show the demands and patterns of media-educational action of parents and their need for support, but they also show how educators can be meaningfully supported in parental and family work. The example of Internet of Toys is used to sensitise children to current phenomena in children's rooms and to make the pedagogical use of media a matter of course in early childhood education and upbringing in day-care centres. Several articles are dedicated to different facets of media educational support and accompaniment of children and adolescents embedded in school media education. Concrete solutions for the practical work will also present the special challenges in the institutions of children's, youth and educational assistance and finally present meaningful Internet offers for media education, which are aimed at children and young people themselves or at educators and pedagogical specialists.
Dreyer, S. (2019): Rechte von Kindern und Jugendlichen, Elternprivileg und Wächteramt des Staates: Medienerziehung aus der Perspektive der Verfassung [Rights of Children and Adolescents, Parental Privilege and Guardianship of the State: Media Education from a Constitutional Perspective]. In: Hajok, D. / Fleischer, S. (eds.): Medienerziehung in der digitalen Welt. Grundlagen und Konzepte für Familie, Kita, Schule und Soziale Arbeit [Media Education in the Digital World. Basics and Concepts for Families, Kindergarten, School and Social Work]. Stuttgart: Kohlhammer, pp. 86-102.
