SIST-V ETSI/EG 202 745 V1.1.1:2009
(Main)Human Factors (HF) - Guidelines on the provision of ICT services to young children
Human Factors (HF) - Guidelines on the provision of ICT services to young children
There exist many guideline documents for the design of ICT products and services, for example ETSI Guide EG 202 116 Guidelines for ICT products and services; 'Design for All', is aimed at designers and provides advice on human factors aspects when designing ICT devices. STF 266 is currently producing an ETSI guide on Guidelines for the design and deployment of ICT products and services used by children. However, the market is moving to push services targetted at the under 12s. This specialised group of users have specific needs which need to be taken into consideration. There as yet do not exist any guidance documents on how this can sensitivly be done. This new work will produce guidance for service providers who are considering providing information services targeted at the under 12s as to how best to do this so that the services produced are acceptable to parents, teachers and child agencies.
Človeški dejavniki (HF) - Smernice za zagotavljanje storitev IKT za majhne otroke
General Information
Buy Standard
Standards Content (Sample)
ETSI EG 202 745 V1.1.1 (2008-09)
ETSI Guide
Human Factors (HF);
Guidelines on the provision of ICT services
to young children
---------------------- Page: 1 ----------------------
2 ETSI EG 202 745 V1.1.1 (2008-09)
Reference
DEG/HF-00089
Keywords
children, HF, ICT, service, provider
ETSI
650 Route des Lucioles
F-06921 Sophia Antipolis Cedex - FRANCE
Tel.: +33 4 92 94 42 00 Fax: +33 4 93 65 47 16
Siret N° 348 623 562 00017 - NAF 742 C
Association à but non lucratif enregistrée à la
Sous-Préfecture de Grasse (06) N° 7803/88
Important notice
Individual copies of the present document can be downloaded from:
http://www.etsi.org
The present document may be made available in more than one electronic version or in print. In any case of existing or
perceived difference in contents between such versions, the reference version is the Portable Document Format (PDF).
In case of dispute, the reference shall be the printing on ETSI printers of the PDF version kept on a specific network drive
within ETSI Secretariat.
Users of the present document should be aware that the document may be subject to revision or change of status.
Information on the current status of this and other ETSI documents is available at
http://portal.etsi.org/tb/status/status.asp
If you find errors in the present document, please send your comment to one of the following services:
http://portal.etsi.org/chaircor/ETSI_support.asp
Copyright Notification
No part may be reproduced except as authorized by written permission.
The copyright and the foregoing restriction extend to reproduction in all media.
© European Telecommunications Standards Institute 2008.
All rights reserved.
TM TM TM TM
DECT , PLUGTESTS , UMTS , TIPHON , the TIPHON logo and the ETSI logo are Trade Marks of ETSI registered
for the benefit of its Members.
TM
3GPP is a Trade Mark of ETSI registered for the benefit of its Members and of the 3GPP Organizational Partners.
ETSI
---------------------- Page: 2 ----------------------
3 ETSI EG 202 745 V1.1.1 (2008-09)
Contents
Intellectual Property Rights.4
Foreword.4
Introduction .4
1 Scope.6
2 References.6
2.1 Normative references.6
2.2 Informative references.6
3 Definitions and abbreviations.7
3.1 Definitions.7
3.2 Abbreviations.7
4 The European Context.8
4.1 The Contextual framework.8
4.2 United Nations Convention on the Rights of the Child.8
5 The Guidelines.10
5.1 Proactively safeguard children .10
5.2 Adopt a child centred approach.11
5.3 Engage widely with stakeholders.11
5.4 Work in partnership with children and families .12
5.5 Promote responsible use.13
5.6 Clearly explain service conditions.13
5.7 Understand how children use ICT services .14
5.8 Exploit technology innovation.14
5.9 Embrace professional development.14
5.10 Seek Continuous improvement.15
6 Conclusion.15
Annex A: Bibliography.17
History .18
ETSI
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4 ETSI EG 202 745 V1.1.1 (2008-09)
Intellectual Property Rights
IPRs essential or potentially essential to the present document may have been declared to ETSI. The information
pertaining to these essential IPRs, if any, is publicly available for ETSI members and non-members, and can be found
in ETSI SR 000 314: "Intellectual Property Rights (IPRs); Essential, or potentially Essential, IPRs notified to ETSI in
respect of ETSI standards", which is available from the ETSI Secretariat. Latest updates are available on the ETSI Web
server (http://webapp.etsi.org/IPR/home.asp).
Pursuant to the ETSI IPR Policy, no investigation, including IPR searches, has been carried out by ETSI. No guarantee
can be given as to the existence of other IPRs not referenced in ETSI SR 000 314 (or the updates on the ETSI Web
server) which are, or may be, or may become, essential to the present document.
Foreword
This ETSI Guide (EG) has been produced by ETSI Technical Committee Human Factors (HF).
Introduction
Research has shown that children, including those aged 12 and under, have unprecedented levels of access to, and even
ownership of, modern technologies. The EuroBarometer study in 2007 [i.1] found, for example, that 75 % of
9-10 year-olds have a mobile phone. This rises to 90 % for the 12s-14s, and both these groups are regularly accessing
the Internet and using the full range of applications that the technology offers (e.g. instant chat applications). The
present document forms part of a growing body of work that offers a strong empirical basis for the development of a
more child centred set of principles and values that support the ICT industry in improving both services and safeguards
for young children (under the age of 12). The obvious benefit to young child users of safeguards provided by service
providers is helping to mitigate the potential risks facing young child users, potential risks that can take the form of
content, contact or commercialism.
Children use ICT and the Internet in their everyday lives and in a variety of different contexts. Many children lead
media saturated lives. There is a growing body of literature which examines current key debates on children, childhood
and new media technologies. Our knowledge and understanding of this topic area is increasing and gathering greater
attention as service and content providers develop new products, services and content in line with the growing use of
ICT in the classroom and home as a tool for learning and day to day social activities. The European Information Society
agenda and public policy developments to promote inclusivity in online access, coupled with the rapid diffusion and
interoperability of technologies in children's everyday lives, have facilitated greater opportunities for children's online
activities. More and more children are going online as accessibility increases and according to Eurobarometer Survey
(May 2006) [i.1] a third of 6-7 year olds have used the Internet rising to 1 in 2 of 8-9 year olds and to more than 4 in 5
teenagers aged 12 onwards. Increasingly children have access to the Internet from their bedrooms and are increasingly
likely to have not only fixed Internet access but mobile as well.
Many of the main debates, however, have a somewhat contradictory nature and it is important to consider these issues
from a variety of perspectives and remember that this is a multi-faceted topic area. Many paradoxes exist ranging from
the very positive and highly optimistic views, dominated by notions of the future, currently reflected in the many
Governmental policies on ICT in children's education and the role ICT plays in empowering children especially those
with disabilities towards greater participation across Europe, and, conversely, the negative, very pessimistic viewpoint
often voiced in the public media that technology is putting children at risk and destroying childhood itself.
The age at which children are first using ICTs is falling and there is an increasing recognition that children have become
consumers from a very early age (in terms of using as opposed to paying for the service). ICT plays a crucial role in
many different areas of children's everyday lives including education and the growing demand for ICT services in
schools, children's social and leisure activities and the recent transformations in children's healthcare [i.2] and social
care for children with disabilities. With the increasing democratization of the family, children have a far greater
influence over how significant sums of money from parents, carers and educators are spent on ICT products and
services and children are now considered to be economically active.
ETSI
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5 ETSI EG 202 745 V1.1.1 (2008-09)
Whilst the participation of children in the European information society is now well established, the providers of
services that are used by children under 12 face specific, yet varied and changing challenges in meeting their needs and
the rights and needs of children under 12 should, therefore, be given additional consideration, where relevant, by service
and content providers including special consideration for children with disabilities. Much of the previous research in
this area has focused on teenagers but, as already established [i.1], the age at which children are using ICTs is
decreasing yet young children remain largely ignored in research. There has been little previous work in this area which
gives consideration to children under the age of 12.
The present document looks at ICT services provision, from the viewpoint of promoting children's participation and
simultaneously advancing the safeguarding of young children in a systematic and integrated manner. The
recommendations are underpinned by the United Nations Convention of the Rights of the Child (UNCRC) [i.3] and by
the high level principles gained from adopting an integrated approach to safeguarding children.
The guidelines have been created in the context of other excellent related industry-led initiatives. Quality in service
delivery is a continuous process, and these guidelines propose principles to be considered by service and content
providers wishing to create maintain and develop services which offer the best experience for children and their
families.
Parts of the ICT industry have already made significant contributions to safeguarding children through self-regulation
and developing new policies. For example, in 2007 the GSM Association created a European Framework for Safer
Mobile Use by Younger Teenagers and Children [i.4] and in 2008 they launched a Mobile Alliance Against Child
Sexual Abuse Content [i.6]. Also in 2008 internet service providers, mobile operators and social networking providers
launched TeachToday [i.5] a European resource to support teachers to equip and empower young people to better
understand ICT and use it responsibly. The present document acknowledges that priorities associated with aspects of
safeguarding children are politically and socially constructed and culturally specific, the safeguarding of children using
ICT products and services requires a holistic and integrated approach. The mounting legislation, guidance and
regulatory frameworks in this area, as well as differing social and cultural contexts, have resulted in differing legal
frameworks across Europe which require detailed understanding.
The intention of the guide is to provide high level principles regarding some of the issues relating to safeguarding young
children. Effective safeguarding of children in the ICT environment requires action by a wide range of stakeholders,
including standards developers, manufacturers, designers, service and content providers, policy developers, national
administrations, parents/carers, child protection NGOs, CEOP and educators and, indeed children themselves.
Safeguarding is an ongoing process not a single event and all stakeholders have a role to play in the safeguarding of
young children in the European Information society. The details of how these recommendations are implemented in
practice are for industry to lead. The recommendations outline safeguarding actions which may be considered by
industry on a voluntary basis, in accordance with its commercial needs. However, any safeguards provided by service
providers will have the benefit of helping young children as they take their first or early steps online. This is all the
more important in the context that many parents and carers, children's closest form of support, are challenged by new
technology and are not sure of their ability to "parent" in this space. In order to build on the strengths of what has
already been established and developed within industry as a whole, a coordinated approach needs to be adopted. This
will provide better safeguards for young children and allow the industry and others to share best practice.
The present document examines how service and content providers may consider adopting a more child centred
approach and puts forward a number of principles and values which may facilitate such enhancements. It stresses the
significance of understanding and promoting the rights of the child and argues that putting children at the centre of
things supports improved quality in service provision for them. Effective collaboration is essential in adopting a joined
up approach to safeguarding children and promoting children's well-being, and in the context of rapid and sometimes
unexpected developments in information technologies and their use, improvement should be continuous. Finally it is
critical that parents and children become aware of the potential risks of using ICT services, but also the actions that
have been taken by industry to address them. The present document provides advice on a cross-industry basis, covering
fixed and mobile services, ISPs and on-line service and content providers. Of necessity this broad scope means that the
recommendations take the form of high-level common themes which may be interpreted and adopted in different ways
and applied and modified to fit different sectors and markets as appropriate. These generic high-level principles can be
adapted by industry to their environments as a basis for specific developments.
The document takes as a starting point the UN charter on the rights of children and comprises of a range of proactive
responses of industry to safeguarding children, including non-technical approaches to issues for adopting a more child
centred approach in relation to ICT products and services. The documents acknowledges that the issues may be
different depending upon whether services were designed with children in mind, or whether children are using services
that were not originally intended for use by children and includes the issue of services being misused in a way that
harms children, including misuse by children themselves.
ETSI
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6 ETSI EG 202 745 V1.1.1 (2008-09)
1 Scope
The present document provides guidelines for service and content providers who are deploying and provisioning ICT
services that are being used, although not necessarily purchased, by young children less than 12 years of age.
ETSI Guides provide recommendations that may be adopted by industry stakeholders on a voluntary basis, in
accordance with their commercial needs and these guidelines are without prejudice to existing EU legal and regulatory
framework and do not advocate any changes to these frameworks.
2 References
References are either specific (identified by date of publication and/or edition number or version number) or
non-specific.
• For a specific reference, subsequent revisions do not apply.
• Non-specific reference may be made only to a complete document or a part thereof and only in the following
cases:
- if it is accepted that it will be possible to use all future changes of the referenced document for the
purposes of the referring document;
- for informative references.
Referenced documents which are not found to be publicly available in the expected location might be found at
http://docbox.etsi.org/Reference.
For online referenced documents, information sufficient to identify and locate the source shall be provided. Preferably,
the primary source of the referenced document should be cited, in order to ensure traceability. Furthermore, the
reference should, as far as possible, remain valid for the expected life of the document. The reference shall include the
method of access to the referenced document and the full network address, with the same punctuation and use of upper
case and lower case letters.
NOTE: While any hyperlinks included in this clause were valid at the time of publication ETSI cannot guarantee
their long term validity.
2.1 Normative references
The following referenced documents are indispensable for the application of the present document. For dated
references, only the edition cited applies. For non-specific references, the latest edition of the referenced document
(including any amendments) applies.
Not applicable.
2.2 Informative references
The following referenced documents are not essential to the use of the ETSI deliverable but they assist the user with
regard to a particular subject area. For non-specific references, the latest version of the referenced document (including
any amendments) applies.
[i.1] Eurobarometer May (2006).
NOTE: Available at: http://europa.eu.int/information_society/activities/sip/eurobarometer/index_en.htm
[i.2] ICT for Health and i2010: "Transforming the European health care Landscape - Towards a
strategy for ICT for Health", European Commission Information Society and Media.
NOTE: Available at: http://www.ehealtheurope.net/img/document_library0282/ICT_for_Health_i2010.pdf
ETSI
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7 ETSI EG 202 745 V1.1.1 (2008-09)
[i.3] United Nations Convention on the Rights of the Child (UNCRC).
NOTE: Available at: http://www.unicef.org.uk/publications/pub_detail.asp?pub_id=133.
[i.4] European Framework for Safer Mobile Use by Younger Teenagers and Children.
NOTE: Available at: www.gsmworld.com/gsmeurope/documents/eur.pdf.
[i.5] TeachToday: "making sense of technology".
NOTE: Available at: www.teachtoday.eu.
[i.6] Mobile Alliance Against Child Sexual Abuse Content.
NOTE: Available at: http://www.gsmworld.com/using/public_policy/mobile_alliance.shtml.
[i.7] Parton, N (2006) Safeguarding Childhood Basingstoke: Palgrave.
[i.8] Utting, Sir William (1997) People, Like Us: The report of the review of safeguards for children
living away from home HMSO: London.
[i.9] S. Livingstone and M. Bober (2004): "UK Children Go Online Surveying the experiences of
young people and their parents".
NOTE: Available at: http://www.lse.ac.uk/collections/children-go-online/UKCGO_Final_report.pdf.
[i.10] Prensky, M. (2001): "Digital Natives, Digital Immigrants Part 1" in On the Horizon Vol. 9 No. 5
pp. 1-6.
[i.11] ETSI EG 202 116 V1.2.1 (2002-09): "Human Factors (HF); Guidelines for ICT products and
services; "Design for All"".
[i.12] Good practice guidance for the providers of services of social networking and other user
interactive services 2008: - The Home Office.
NOTE: Available at: http://police.homeoffice.gov.uk/publications/operational-policing/social-networking-
guidance.
[i.13] Byron, T. (2008): "Safer Children in a Digital World The Report of the Byron Review".
NOTE: Available at: http://www.dfes.gov.uk/byronreview.
3 Definitions and abbreviations
3.1 Definitions
For the purposes of the present document, the following terms and definitions apply:
guidelines: high level principles for recommendations to the ICT industry
ICT industry: industry that encompasses hardware and software developers, manufacturers, service and content
providers and content producers
3.2 Abbreviations
For the purposes of the present document, the following abbreviations apply:
CEOP Child Exploitation and Online Protection (centre)
EU European Union
GSM Global System Mobile
GSMA GSM Association (global trade association of mobile phone operators)
HF Human Factors
ETSI
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8 ETSI EG 202 745 V1.1.1 (2008-09)
ICT Information and Communications Technology
UNCRC United Nations Convention on the Rights of the Child
4 The European Context
4.1 The Contextual framework
In order to meet the needs of children, families and stakeholders the guide takes account of the practical approaches of
European markets and is part of a more comprehensive overall structure which guides aspects of service provision in
more detail and to specific sectors of the industry which is characterized by convergence of platforms, services and
markets, driven by rapid technological change. The ICT industry is not homogenous. It has a complex and constantly
evolving value chain and its products, services and structures are always changing. These guidelines are intended to
establish top-level principles about how ICT services can facilitate children's participation whilst simultaneously
safeguarding their wellbeing. The guidelines are intended to complement and build upon existing self-regulatory and
other actions to safeguard children in the European information society.
This guide establishes principles for managing issues faced by service
providers in relation to the provision of ICT services to young children.
Self-regulatory initiatives and other activities designed by relevant parts of
the ICT industry to establish safer use approaches for specific services,
markets and technologies.
Individual firms adopt recommendations and implement them in their
own way in accordance with their brand and commercial positioning.
Figure 1: The contextual framework of the guide
4.2 United Nations Convention on the Rights of the Child
Because of the variation in the specific legal frameworks across European countries which may or may not be relevant
to service and content providers, the document is underpinned by the principles set out in the UNCRC [i.3]. The first
international instrument to incorporate the full range of human rights—civil, cultural, economic, political and social
rights, the UNCRC [i.3] recognizes that children need a special additional care and protection that adults do not. It
provides a common framework for legislation relating to children throughout Europe because in agreeing to undertake
the obligations of the Convention (by ratifying or acceding to it), national governments have committed themselves to
protecting and ensuring children's rights. The UNCRC, therefore, provides an ideal common framework of principles
and values for the purposes of the present document. All the European countries have ratified the Convention and as
such are obliged to develop and undertake actions and policies in the light of the best interests of the child.
The four core principles of the Convention are:
• non-discrimination;
• devotion to the best interests of the child;
• the right to life, survival and development; and
• respect for the views of the child.
ETSI
---------------------- Page: 8 ----------------------
9 ETSI EG 202 745 V1.1.1 (2008-09)
Whilst the participation of children in the European information society is now well established, the providers of
services that are used by children under 12 face specific yet varied and changing challenges in meeting their needs and
the rights and needs of children under 12 should, therefore, be given additional consideration, where relevant, by service
and content providers. Much of the previous research in this area has focused on teenagers but, as already
established [i.1], the age at which children are using ICTs is decreasing yet this remains largely ignored in research.
However, the globalization of children's rights as enshrined in the UNCRC and changes within the new social studies of
childhood paradigm viewing children as "experts in their own lives", has had an impact on all aspects of children's lives,
from their relationship with their parents to their participation in school and other social institutions. This conceptual
shift emphasizes children's position as "social actors", as creative and inventive users of the world around them, and
encourages empirical explorations of children's competency and agency in a range of diverse settings.
The increasingly recognized influence of children's rights, as enshrined in the UNCRC [i.3], is reflected in both
European and national policies and legal frameworks.
In particular any service provided for children should be based on the principle of protecting the rights and the best
interests of the child. How rights are understood will have an impact on how they are supported and a useful conceptual
framework based on provision, prevention, protection and participation is provided.
Protection
Children’s
Rights Participation
Provision
Prevention
Figure 2: Children's rights regarding ICT services
• Provision - children have rights to access appropriate services yet glaring inequalities remain based on
traditional divisions along the lines of gender; social class; socio-economic background; disability and
geographic location. Consideration by service and content providers of how to ameliorate digital divides and
further promote inclusion in the future will be fundamental to achieving provision for children, including
children with disabilities, of access to appropriate services and it may be that new services which take account
of promoting inclusion could provide a key to achieving this.
• Prevention - children have the right to the prevention of harm. This can be achieved both through technologies
that can reduce risk and comprehensive educational strategies. Children need to be empowered to manage risk
and awareness needs to be raised about the best strategies for preventing harm and promoting children's
well-being. Children also need to be able to seek help and report issues in ways that are appropriate for them.
• Participation - children have a right to be consulted in all matters that affect them (UNCRC article 12).
Children are becoming a large part of the European market for ICT products and services and their views and
experiences need to be understood and taken seriously by product developers and service and content
providers. In order to foster children's positive participation, the acceptable basis of their participation should
be made clear and accessible to children.
ETSI
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10 ETSI EG 202 745 V1.1.1 (2008-09)
• Protection - children have the right to be protected from harm. The risks which children face through their
everyday use are wide ranging and service and content providers should be concerned to develop an accurate
understanding of the risks that children may face and consider strategies and policies on how best to safeguard
children.
NOTE: Whilst the categories of provision and prevention above are relatively clear, protection and participation
rights can be less straightforward. Protectionist approaches view children as needing adult protection and
help whereas participatory approaches view children as requiring empowering to make dec
...
Final draft ETSI EG 202 745 V1.1.1 (2008-07)
ETSI Guide
Human Factors (HF);
Guidelines on the provision of ICT services
to young children
---------------------- Page: 1 ----------------------
2 Final draft ETSI EG 202 745 V1.1.1 (2008-07)
Reference
DEG/HF-00089
Keywords
children, HF, ICT, service, provider
ETSI
650 Route des Lucioles
F-06921 Sophia Antipolis Cedex - FRANCE
Tel.: +33 4 92 94 42 00 Fax: +33 4 93 65 47 16
Siret N° 348 623 562 00017 - NAF 742 C
Association à but non lucratif enregistrée à la
Sous-Préfecture de Grasse (06) N° 7803/88
Important notice
Individual copies of the present document can be downloaded from:
http://www.etsi.org
The present document may be made available in more than one electronic version or in print. In any case of existing or
perceived difference in contents between such versions, the reference version is the Portable Document Format (PDF).
In case of dispute, the reference shall be the printing on ETSI printers of the PDF version kept on a specific network drive
within ETSI Secretariat.
Users of the present document should be aware that the document may be subject to revision or change of status.
Information on the current status of this and other ETSI documents is available at
http://portal.etsi.org/tb/status/status.asp
If you find errors in the present document, please send your comment to one of the following services:
http://portal.etsi.org/chaircor/ETSI_support.asp
Copyright Notification
No part may be reproduced except as authorized by written permission.
The copyright and the foregoing restriction extend to reproduction in all media.
© European Telecommunications Standards Institute 2008.
All rights reserved.
TM TM TM TM
DECT , PLUGTESTS , UMTS , TIPHON , the TIPHON logo and the ETSI logo are Trade Marks of ETSI registered
for the benefit of its Members.
TM
3GPP is a Trade Mark of ETSI registered for the benefit of its Members and of the 3GPP Organizational Partners.
ETSI
---------------------- Page: 2 ----------------------
3 Final draft ETSI EG 202 745 V1.1.1 (2008-07)
Contents
Intellectual Property Rights.4
Foreword.4
Introduction .4
1 Scope.6
2 References.6
2.1 Normative references.6
2.2 Informative references.6
3 Definitions and abbreviations.7
3.1 Definitions.7
3.2 Abbreviations.7
4 The European Context.8
4.1 The Contextual framework.8
4.2 United Nations Convention on the Rights of the Child.8
5 The Guidelines.10
5.1 Proactively safeguard children .10
5.2 Adopt a child centred approach.11
5.3 Engage widely with stakeholders.11
5.4 Work in partnership with children and families .12
5.5 Promote responsible use.13
5.6 Clearly explain service conditions.13
5.7 Understand how children use ICT services .14
5.8 Exploit technology innovation.14
5.9 Embrace professional development.14
5.10 Seek Continuous improvement.15
6 Conclusion.15
Annex A: Bibliography.17
History .18
ETSI
---------------------- Page: 3 ----------------------
4 Final draft ETSI EG 202 745 V1.1.1 (2008-07)
Intellectual Property Rights
IPRs essential or potentially essential to the present document may have been declared to ETSI. The information
pertaining to these essential IPRs, if any, is publicly available for ETSI members and non-members, and can be found
in ETSI SR 000 314: "Intellectual Property Rights (IPRs); Essential, or potentially Essential, IPRs notified to ETSI in
respect of ETSI standards", which is available from the ETSI Secretariat. Latest updates are available on the ETSI Web
server (http://webapp.etsi.org/IPR/home.asp).
Pursuant to the ETSI IPR Policy, no investigation, including IPR searches, has been carried out by ETSI. No guarantee
can be given as to the existence of other IPRs not referenced in ETSI SR 000 314 (or the updates on the ETSI Web
server) which are, or may be, or may become, essential to the present document.
Foreword
This ETSI Guide (EG) has been produced by ETSI Technical Committee Human Factors (HF), and is now submitted
for the ETSI standards Membership Approval Procedure.
Introduction
Research has shown that children, including those aged 12 and under, have unprecedented levels of access to, and even
ownership of, modern technologies. The EuroBarometer study in 2007 [i.1] found, for example, that 75 % of
9-10 year-olds have a mobile phone. This rises to 90 % for the 12s-14s, and both these groups are regularly accessing
the Internet and using the full range of applications that the technology offers (e.g. instant chat applications). The
present document forms part of a growing body of work that offers a strong empirical basis for the development of a
more child centred set of principles and values that support the ICT industry in improving both services and safeguards
for young children (under the age of 12). The obvious benefit to young child users of safeguards provided by service
providers is helping to mitigate the potential risks facing young child users, potential risks that can take the form of
content, contact or commercialism.
Children use ICT and the Internet in their everyday lives and in a variety of different contexts. Many children lead
media saturated lives. There is a growing body of literature which examines current key debates on children, childhood
and new media technologies. Our knowledge and understanding of this topic area is increasing and gathering greater
attention as service and content providers develop new products, services and content in line with the growing use of
ICT in the classroom and home as a tool for learning and day to day social activities. The European Information Society
agenda and public policy developments to promote inclusivity in online access, coupled with the rapid diffusion and
interoperability of technologies in children's everyday lives, have facilitated greater opportunities for children's online
activities. More and more children are going online as accessibility increases and according to Eurobarometer Survey
(May 2006) [i.1] a third of 6-7 year olds have used the Internet rising to 1 in 2 of 8-9 year olds and to more than 4 in 5
teenagers aged 12 onwards. Increasingly children have access to the Internet from their bedrooms and are increasingly
likely to have not only fixed Internet access but mobile as well.
Many of the main debates, however, have a somewhat contradictory nature and it is important to consider these issues
from a variety of perspectives and remember that this is a multi-faceted topic area. Many paradoxes exist ranging from
the very positive and highly optimistic views, dominated by notions of the future, currently reflected in the many
Governmental policies on ICT in children's education and the role ICT plays in empowering children especially those
with disabilities towards greater participation across Europe, and, conversely, the negative, very pessimistic viewpoint
often voiced in the public media that technology is putting children at risk and destroying childhood itself.
The age at which children are first using ICTs is falling and there is an increasing recognition that children have become
consumers from a very early age (in terms of using as opposed to paying for the service). ICT plays a crucial role in
many different areas of children's everyday lives including education and the growing demand for ICT services in
schools, children's social and leisure activities and the recent transformations in children's healthcare [i.2] and social
care for children with disabilities. With the increasing democratization of the family, children have a far greater
influence over how significant sums of money from parents, carers and educators are spent on ICT products and
services and children are now considered to be economically active.
ETSI
---------------------- Page: 4 ----------------------
5 Final draft ETSI EG 202 745 V1.1.1 (2008-07)
Whilst the participation of children in the European information society is now well established, the providers of
services that are used by children under 12 face specific, yet varied and changing challenges in meeting their needs and
the rights and needs of children under 12 should, therefore, be given additional consideration, where relevant, by service
and content providers including special consideration for children with disabilities. Much of the previous research in
this area has focused on teenagers but, as already established [i.1], the age at which children are using ICTs is
decreasing yet young children remain largely ignored in research. There has been little previous work in this area which
gives consideration to children under the age of 12.
The present document looks at ICT services provision, from the viewpoint of promoting children's participation and
simultaneously advancing the safeguarding of young children in a systematic and integrated manner. The
recommendations are underpinned by the United Nations Convention of the Rights of the Child (UNCRC) [i.3] and by
the high level principles gained from adopting an integrated approach to safeguarding children.
The guidelines have been created in the context of other excellent related industry-led initiatives. Quality in service
delivery is a continuous process, and these guidelines propose principles to be considered by service and content
providers wishing to create maintain and develop services which offer the best experience for children and their
families.
Parts of the ICT industry have already made significant contributions to safeguarding children through self-regulation
and developing new policies. For example, in 2007 the GSM Association created a European Framework for Safer
Mobile Use by Younger Teenagers and Children [i.4] and in 2008 they launched a Mobile Alliance Against Child
Sexual Abuse Content [i.6]. Also in 2008 internet service providers, mobile operators and social networking providers
launched TeachToday [i.5] a European resource to support teachers to equip and empower young people to better
understand ICT and use it responsibly. The present document acknowledges that priorities associated with aspects of
safeguarding children are politically and socially constructed and culturally specific, the safeguarding of children using
ICT products and services requires a holistic and integrated approach. The mounting legislation, guidance and
regulatory frameworks in this area, as well as differing social and cultural contexts, have resulted in differing legal
frameworks across Europe which require detailed understanding.
The intention of the guide is to provide high level principles regarding some of the issues relating to safeguarding young
children. Effective safeguarding of children in the ICT environment requires action by a wide range of stakeholders,
including standards developers, manufacturers, designers, service and content providers, policy developers, national
administrations, parents/carers, child protection NGOs, CEOP and educators and, indeed children themselves.
Safeguarding is an ongoing process not a single event and all stakeholders have a role to play in the safeguarding of
young children in the European Information society. The details of how these recommendations are implemented in
practice are for industry to lead. The recommendations outline safeguarding actions which may be considered by
industry on a voluntary basis, in accordance with its commercial needs. However, any safeguards provided by service
providers will have the benefit of helping young children as they take their first or early steps online. This is all the
more important in the context that many parents and carers, children's closest form of support, are challenged by new
technology and are not sure of their ability to "parent" in this space. In order to build on the strengths of what has
already been established and developed within industry as a whole, a coordinated approach needs to be adopted. This
will provide better safeguards for young children and allow the industry and others to share best practice.
The present document examines how service and content providers may consider adopting a more child centred
approach and puts forward a number of principles and values which may facilitate such enhancements. It stresses the
significance of understanding and promoting the rights of the child and argues that putting children at the centre of
things supports improved quality in service provision for them. Effective collaboration is essential in adopting a joined
up approach to safeguarding children and promoting children's well-being, and in the context of rapid and sometimes
unexpected developments in information technologies and their use, improvement should be continuous. Finally it is
critical that parents and children become aware of the potential risks of using ICT services, but also the actions that
have been taken by industry to address them. The present document provides advice on a cross-industry basis, covering
fixed and mobile services, ISPs and on-line service and content providers. Of necessity this broad scope means that the
recommendations take the form of high-level common themes which may be interpreted and adopted in different ways
and applied and modified to fit different sectors and markets as appropriate. These generic high-level principles can be
adapted by industry to their environments as a basis for specific developments.
The document takes as a starting point the UN charter on the rights of children and comprises of a range of proactive
responses of industry to safeguarding children, including non-technical approaches to issues for adopting a more child
centred approach in relation to ICT products and services. The documents acknowledges that the issues may be
different depending upon whether services were designed with children in mind, or whether children are using services
that were not originally intended for use by children and includes the issue of services being misused in a way that
harms children, including misuse by children themselves.
ETSI
---------------------- Page: 5 ----------------------
6 Final draft ETSI EG 202 745 V1.1.1 (2008-07)
1 Scope
The present document provides guidelines for service and content providers who are deploying and provisioning ICT
services that are being used, although not necessarily purchased, by young children less than 12 years of age.
ETSI Guides provide recommendations that may be adopted by industry stakeholders on a voluntary basis, in
accordance with their commercial needs and these guidelines are without prejudice to existing EU legal and regulatory
framework and do not advocate any changes to these frameworks.
2 References
References are either specific (identified by date of publication and/or edition number or version number) or
non-specific.
• For a specific reference, subsequent revisions do not apply.
• Non-specific reference may be made only to a complete document or a part thereof and only in the following
cases:
- if it is accepted that it will be possible to use all future changes of the referenced document for the
purposes of the referring document;
- for informative references.
Referenced documents which are not found to be publicly available in the expected location might be found at
http://docbox.etsi.org/Reference.
For online referenced documents, information sufficient to identify and locate the source shall be provided. Preferably,
the primary source of the referenced document should be cited, in order to ensure traceability. Furthermore, the
reference should, as far as possible, remain valid for the expected life of the document. The reference shall include the
method of access to the referenced document and the full network address, with the same punctuation and use of upper
case and lower case letters.
NOTE: While any hyperlinks included in this clause were valid at the time of publication ETSI cannot guarantee
their long term validity.
2.1 Normative references
The following referenced documents are indispensable for the application of the present document. For dated
references, only the edition cited applies. For non-specific references, the latest edition of the referenced document
(including any amendments) applies.
Not applicable.
2.2 Informative references
The following referenced documents are not essential to the use of the ETSI deliverable but they assist the user with
regard to a particular subject area. For non-specific references, the latest version of the referenced document (including
any amendments) applies.
[i.1] Eurobarometer May (2006).
NOTE: Available at: http://europa.eu.int/information_society/activities/sip/eurobarometer/index_en.htm
[i.2] ICT for Health and i2010: "Transforming the European health care Landscape - Towards a
strategy for ICT for Health", European Commission Information Society and Media.
NOTE: Available at: http://www.ehealtheurope.net/img/document_library0282/ICT_for_Health_i2010.pdf
ETSI
---------------------- Page: 6 ----------------------
7 Final draft ETSI EG 202 745 V1.1.1 (2008-07)
[i.3] United Nations Convention on the Rights of the Child (UNCRC).
NOTE: Available at: http://www.unicef.org.uk/publications/pub_detail.asp?pub_id=133.
[i.4] European Framework for Safer Mobile Use by Younger Teenagers and Children.
NOTE: Available at: www.gsmworld.com/gsmeurope/documents/eur.pdf.
[i.5] TeachToday: "making sense of technology".
NOTE: Available at: www.teachtoday.eu.
[i.6] Mobile Alliance Against Child Sexual Abuse Content.
NOTE: Available at: http://www.gsmworld.com/using/public_policy/mobile_alliance.shtml.
[i.7] Parton, N (2006) Safeguarding Childhood Basingstoke: Palgrave.
[i.8] Utting, Sir William (1997) People, Like Us: The report of the review of safeguards for children
living away from home HMSO: London.
[i.9] S. Livingstone and M. Bober (2004): "UK Children Go Online Surveying the experiences of
young people and their parents".
NOTE: Available at: http://www.lse.ac.uk/collections/children-go-online/UKCGO_Final_report.pdf.
[i.10] Prensky, M. (2001): "Digital Natives, Digital Immigrants Part 1" in On the Horizon Vol. 9 No. 5
pp. 1-6.
[i.11] ETSI EG 202 116 V1.2.1 (2002-09): "Human Factors (HF); Guidelines for ICT products and
services; "Design for All"".
[i.12] Good practice guidance for the providers of services of social networking and other user
interactive services 2008: - The Home Office.
NOTE: Available at: http://police.homeoffice.gov.uk/publications/operational-policing/social-networking-
guidance.
[i.13] Byron, T. (2008): "Safer Children in a Digital World The Report of the Byron Review".
NOTE: Available at: http://www.dfes.gov.uk/byronreview.
3 Definitions and abbreviations
3.1 Definitions
For the purposes of the present document, the following terms and definitions apply:
guidelines: high level principles for recommendations to the ICT industry
ICT industry: industry that encompasses hardware and software developers, manufacturers, service and content
providers and content producers
3.2 Abbreviations
For the purposes of the present document, the following abbreviations apply:
CEOP Child Exploitation and Online Protection (centre)
EU European Union
GSM Global System Mobile
GSMA GSM Association (global trade association of mobile phone operators)
HF Human Factors
ETSI
---------------------- Page: 7 ----------------------
8 Final draft ETSI EG 202 745 V1.1.1 (2008-07)
ICT Information and Communications Technology
UNCRC United Nations Convention on the Rights of the Child
4 The European Context
4.1 The Contextual framework
In order to meet the needs of children, families and stakeholders the guide takes account of the practical approaches of
European markets and is part of a more comprehensive overall structure which guides aspects of service provision in
more detail and to specific sectors of the industry which is characterized by convergence of platforms, services and
markets, driven by rapid technological change. The ICT industry is not homogenous. It has a complex and constantly
evolving value chain and its products, services and structures are always changing. These guidelines are intended to
establish top-level principles about how ICT services can facilitate children's participation whilst simultaneously
safeguarding their wellbeing. The guidelines are intended to complement and build upon existing self-regulatory and
other actions to safeguard children in the European information society.
This guide establishes principles for managing issues faced by service
providers in relation to the provision of ICT services to young children.
Self-regulatory initiatives and other activities designed by relevant parts of
the ICT industry to establish safer use approaches for specific services,
markets and technologies.
Individual firms adopt recommendations and implement them in their
own way in accordance with their brand and commercial positioning.
Figure 1: The contextual framework of the guide
4.2 United Nations Convention on the Rights of the Child
Because of the variation in the specific legal frameworks across European countries which may or may not be relevant
to service and content providers, the document is underpinned by the principles set out in the UNCRC [i.3]. The first
international instrument to incorporate the full range of human rights—civil, cultural, economic, political and social
rights, the UNCRC [i.3] recognizes that children need a special additional care and protection that adults do not. It
provides a common framework for legislation relating to children throughout Europe because in agreeing to undertake
the obligations of the Convention (by ratifying or acceding to it), national governments have committed themselves to
protecting and ensuring children's rights. The UNCRC, therefore, provides an ideal common framework of principles
and values for the purposes of the present document. All the European countries have ratified the Convention and as
such are obliged to develop and undertake actions and policies in the light of the best interests of the child.
The four core principles of the Convention are:
• non-discrimination;
• devotion to the best interests of the child;
• the right to life, survival and development; and
• respect for the views of the child.
ETSI
---------------------- Page: 8 ----------------------
9 Final draft ETSI EG 202 745 V1.1.1 (2008-07)
Whilst the participation of children in the European information society is now well established, the providers of
services that are used by children under 12 face specific yet varied and changing challenges in meeting their needs and
the rights and needs of children under 12 should, therefore, be given additional consideration, where relevant, by service
and content providers. Much of the previous research in this area has focused on teenagers but, as already
established [i.1], the age at which children are using ICTs is decreasing yet this remains largely ignored in research.
However, the globalization of children's rights as enshrined in the UNCRC and changes within the new social studies of
childhood paradigm viewing children as "experts in their own lives", has had an impact on all aspects of children's lives,
from their relationship with their parents to their participation in school and other social institutions. This conceptual
shift emphasizes children's position as "social actors", as creative and inventive users of the world around them, and
encourages empirical explorations of children's competency and agency in a range of diverse settings.
The increasingly recognized influence of children's rights, as enshrined in the UNCRC [i.3], is reflected in both
European and national policies and legal frameworks.
In particular any service provided for children should be based on the principle of protecting the rights and the best
interests of the child. How rights are understood will have an impact on how they are supported and a useful conceptual
framework based on provision, prevention, protection and participation is provided.
Protection
Children’s
Rights Participation
Provision
Prevention
Figure 2: Children's rights regarding ICT services
• Provision - children have rights to access appropriate services yet glaring inequalities remain based on
traditional divisions along the lines of gender; social class; socio-economic background; disability and
geographic location. Consideration by service and content providers of how to ameliorate digital divides and
further promote inclusion in the future will be fundamental to achieving provision for children, including
children with disabilities, of access to appropriate services and it may be that new services which take account
of promoting inclusion could provide a key to achieving this.
• Prevention - children have the right to the prevention of harm. This can be achieved both through technologies
that can reduce risk and comprehensive educational strategies. Children need to be empowered to manage risk
and awareness needs to be raised about the best strategies for preventing harm and promoting children's
well-being. Children also need to be able to seek help and report issues in ways that are appropriate for them.
• Participation - children have a right to be consulted in all matters that affect them (UNCRC article 12).
Children are becoming a large part of the European market for ICT products and services and their views and
experiences need to be understood and taken seriously by product developers and service and content
providers. In order to foster children's positive participation, the acceptable basis of their participation should
be made clear and accessible to children.
ETSI
---------------------- Page: 9 ----------------------
10 Final draft ETSI EG 202 745 V1.1.1 (2008-07)
• Protection - children have the right to be protected from harm. The risks which children face through their
everyday use are wide ranging and service and content providers should be concerned to develop an accurate
understanding of the risks that children may face and consider strategies and policies on how best to safeguard
children.
NOTE: Whilst the categories of provision and prevention above are relatively clear, protection and partici
...
SLOVENSKI STANDARD
SIST-V ETSI/EG 202 745 V1.1.1:2009
01-april-2009
ýORYHãNLGHMDYQLNL +) 6PHUQLFH]D]DJRWDYOMDQMHVWRULWHY,.7]DPDMKQHRWURNH
Human Factors (HF) - Guidelines on the provision of ICT services to young children
Ta slovenski standard je istoveten z: EG 202 745 Version 1.1.1
ICS:
35.020 Informacijska tehnika in Information technology (IT) in
tehnologija na splošno general
SIST-V ETSI/EG 202 745 V1.1.1:2009 en
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.
---------------------- Page: 1 ----------------------
SIST-V ETSI/EG 202 745 V1.1.1:2009
---------------------- Page: 2 ----------------------
SIST-V ETSI/EG 202 745 V1.1.1:2009
ETSI EG 202 745 V1.1.1 (2008-09)
ETSI Guide
Human Factors (HF);
Guidelines on the provision of ICT services
to young children
---------------------- Page: 3 ----------------------
SIST-V ETSI/EG 202 745 V1.1.1:2009
2 ETSI EG 202 745 V1.1.1 (2008-09)
Reference
DEG/HF-00089
Keywords
children, HF, ICT, service, provider
ETSI
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ETSI
---------------------- Page: 4 ----------------------
SIST-V ETSI/EG 202 745 V1.1.1:2009
3 ETSI EG 202 745 V1.1.1 (2008-09)
Contents
Intellectual Property Rights.4
Foreword.4
Introduction .4
1 Scope.6
2 References.6
2.1 Normative references.6
2.2 Informative references.6
3 Definitions and abbreviations.7
3.1 Definitions.7
3.2 Abbreviations.7
4 The European Context.8
4.1 The Contextual framework.8
4.2 United Nations Convention on the Rights of the Child.8
5 The Guidelines.10
5.1 Proactively safeguard children .10
5.2 Adopt a child centred approach.11
5.3 Engage widely with stakeholders.11
5.4 Work in partnership with children and families .12
5.5 Promote responsible use.13
5.6 Clearly explain service conditions.13
5.7 Understand how children use ICT services .14
5.8 Exploit technology innovation.14
5.9 Embrace professional development.14
5.10 Seek Continuous improvement.15
6 Conclusion.15
Annex A: Bibliography.17
History .18
ETSI
---------------------- Page: 5 ----------------------
SIST-V ETSI/EG 202 745 V1.1.1:2009
4 ETSI EG 202 745 V1.1.1 (2008-09)
Intellectual Property Rights
IPRs essential or potentially essential to the present document may have been declared to ETSI. The information
pertaining to these essential IPRs, if any, is publicly available for ETSI members and non-members, and can be found
in ETSI SR 000 314: "Intellectual Property Rights (IPRs); Essential, or potentially Essential, IPRs notified to ETSI in
respect of ETSI standards", which is available from the ETSI Secretariat. Latest updates are available on the ETSI Web
server (http://webapp.etsi.org/IPR/home.asp).
Pursuant to the ETSI IPR Policy, no investigation, including IPR searches, has been carried out by ETSI. No guarantee
can be given as to the existence of other IPRs not referenced in ETSI SR 000 314 (or the updates on the ETSI Web
server) which are, or may be, or may become, essential to the present document.
Foreword
This ETSI Guide (EG) has been produced by ETSI Technical Committee Human Factors (HF).
Introduction
Research has shown that children, including those aged 12 and under, have unprecedented levels of access to, and even
ownership of, modern technologies. The EuroBarometer study in 2007 [i.1] found, for example, that 75 % of
9-10 year-olds have a mobile phone. This rises to 90 % for the 12s-14s, and both these groups are regularly accessing
the Internet and using the full range of applications that the technology offers (e.g. instant chat applications). The
present document forms part of a growing body of work that offers a strong empirical basis for the development of a
more child centred set of principles and values that support the ICT industry in improving both services and safeguards
for young children (under the age of 12). The obvious benefit to young child users of safeguards provided by service
providers is helping to mitigate the potential risks facing young child users, potential risks that can take the form of
content, contact or commercialism.
Children use ICT and the Internet in their everyday lives and in a variety of different contexts. Many children lead
media saturated lives. There is a growing body of literature which examines current key debates on children, childhood
and new media technologies. Our knowledge and understanding of this topic area is increasing and gathering greater
attention as service and content providers develop new products, services and content in line with the growing use of
ICT in the classroom and home as a tool for learning and day to day social activities. The European Information Society
agenda and public policy developments to promote inclusivity in online access, coupled with the rapid diffusion and
interoperability of technologies in children's everyday lives, have facilitated greater opportunities for children's online
activities. More and more children are going online as accessibility increases and according to Eurobarometer Survey
(May 2006) [i.1] a third of 6-7 year olds have used the Internet rising to 1 in 2 of 8-9 year olds and to more than 4 in 5
teenagers aged 12 onwards. Increasingly children have access to the Internet from their bedrooms and are increasingly
likely to have not only fixed Internet access but mobile as well.
Many of the main debates, however, have a somewhat contradictory nature and it is important to consider these issues
from a variety of perspectives and remember that this is a multi-faceted topic area. Many paradoxes exist ranging from
the very positive and highly optimistic views, dominated by notions of the future, currently reflected in the many
Governmental policies on ICT in children's education and the role ICT plays in empowering children especially those
with disabilities towards greater participation across Europe, and, conversely, the negative, very pessimistic viewpoint
often voiced in the public media that technology is putting children at risk and destroying childhood itself.
The age at which children are first using ICTs is falling and there is an increasing recognition that children have become
consumers from a very early age (in terms of using as opposed to paying for the service). ICT plays a crucial role in
many different areas of children's everyday lives including education and the growing demand for ICT services in
schools, children's social and leisure activities and the recent transformations in children's healthcare [i.2] and social
care for children with disabilities. With the increasing democratization of the family, children have a far greater
influence over how significant sums of money from parents, carers and educators are spent on ICT products and
services and children are now considered to be economically active.
ETSI
---------------------- Page: 6 ----------------------
SIST-V ETSI/EG 202 745 V1.1.1:2009
5 ETSI EG 202 745 V1.1.1 (2008-09)
Whilst the participation of children in the European information society is now well established, the providers of
services that are used by children under 12 face specific, yet varied and changing challenges in meeting their needs and
the rights and needs of children under 12 should, therefore, be given additional consideration, where relevant, by service
and content providers including special consideration for children with disabilities. Much of the previous research in
this area has focused on teenagers but, as already established [i.1], the age at which children are using ICTs is
decreasing yet young children remain largely ignored in research. There has been little previous work in this area which
gives consideration to children under the age of 12.
The present document looks at ICT services provision, from the viewpoint of promoting children's participation and
simultaneously advancing the safeguarding of young children in a systematic and integrated manner. The
recommendations are underpinned by the United Nations Convention of the Rights of the Child (UNCRC) [i.3] and by
the high level principles gained from adopting an integrated approach to safeguarding children.
The guidelines have been created in the context of other excellent related industry-led initiatives. Quality in service
delivery is a continuous process, and these guidelines propose principles to be considered by service and content
providers wishing to create maintain and develop services which offer the best experience for children and their
families.
Parts of the ICT industry have already made significant contributions to safeguarding children through self-regulation
and developing new policies. For example, in 2007 the GSM Association created a European Framework for Safer
Mobile Use by Younger Teenagers and Children [i.4] and in 2008 they launched a Mobile Alliance Against Child
Sexual Abuse Content [i.6]. Also in 2008 internet service providers, mobile operators and social networking providers
launched TeachToday [i.5] a European resource to support teachers to equip and empower young people to better
understand ICT and use it responsibly. The present document acknowledges that priorities associated with aspects of
safeguarding children are politically and socially constructed and culturally specific, the safeguarding of children using
ICT products and services requires a holistic and integrated approach. The mounting legislation, guidance and
regulatory frameworks in this area, as well as differing social and cultural contexts, have resulted in differing legal
frameworks across Europe which require detailed understanding.
The intention of the guide is to provide high level principles regarding some of the issues relating to safeguarding young
children. Effective safeguarding of children in the ICT environment requires action by a wide range of stakeholders,
including standards developers, manufacturers, designers, service and content providers, policy developers, national
administrations, parents/carers, child protection NGOs, CEOP and educators and, indeed children themselves.
Safeguarding is an ongoing process not a single event and all stakeholders have a role to play in the safeguarding of
young children in the European Information society. The details of how these recommendations are implemented in
practice are for industry to lead. The recommendations outline safeguarding actions which may be considered by
industry on a voluntary basis, in accordance with its commercial needs. However, any safeguards provided by service
providers will have the benefit of helping young children as they take their first or early steps online. This is all the
more important in the context that many parents and carers, children's closest form of support, are challenged by new
technology and are not sure of their ability to "parent" in this space. In order to build on the strengths of what has
already been established and developed within industry as a whole, a coordinated approach needs to be adopted. This
will provide better safeguards for young children and allow the industry and others to share best practice.
The present document examines how service and content providers may consider adopting a more child centred
approach and puts forward a number of principles and values which may facilitate such enhancements. It stresses the
significance of understanding and promoting the rights of the child and argues that putting children at the centre of
things supports improved quality in service provision for them. Effective collaboration is essential in adopting a joined
up approach to safeguarding children and promoting children's well-being, and in the context of rapid and sometimes
unexpected developments in information technologies and their use, improvement should be continuous. Finally it is
critical that parents and children become aware of the potential risks of using ICT services, but also the actions that
have been taken by industry to address them. The present document provides advice on a cross-industry basis, covering
fixed and mobile services, ISPs and on-line service and content providers. Of necessity this broad scope means that the
recommendations take the form of high-level common themes which may be interpreted and adopted in different ways
and applied and modified to fit different sectors and markets as appropriate. These generic high-level principles can be
adapted by industry to their environments as a basis for specific developments.
The document takes as a starting point the UN charter on the rights of children and comprises of a range of proactive
responses of industry to safeguarding children, including non-technical approaches to issues for adopting a more child
centred approach in relation to ICT products and services. The documents acknowledges that the issues may be
different depending upon whether services were designed with children in mind, or whether children are using services
that were not originally intended for use by children and includes the issue of services being misused in a way that
harms children, including misuse by children themselves.
ETSI
---------------------- Page: 7 ----------------------
SIST-V ETSI/EG 202 745 V1.1.1:2009
6 ETSI EG 202 745 V1.1.1 (2008-09)
1 Scope
The present document provides guidelines for service and content providers who are deploying and provisioning ICT
services that are being used, although not necessarily purchased, by young children less than 12 years of age.
ETSI Guides provide recommendations that may be adopted by industry stakeholders on a voluntary basis, in
accordance with their commercial needs and these guidelines are without prejudice to existing EU legal and regulatory
framework and do not advocate any changes to these frameworks.
2 References
References are either specific (identified by date of publication and/or edition number or version number) or
non-specific.
• For a specific reference, subsequent revisions do not apply.
• Non-specific reference may be made only to a complete document or a part thereof and only in the following
cases:
- if it is accepted that it will be possible to use all future changes of the referenced document for the
purposes of the referring document;
- for informative references.
Referenced documents which are not found to be publicly available in the expected location might be found at
http://docbox.etsi.org/Reference.
For online referenced documents, information sufficient to identify and locate the source shall be provided. Preferably,
the primary source of the referenced document should be cited, in order to ensure traceability. Furthermore, the
reference should, as far as possible, remain valid for the expected life of the document. The reference shall include the
method of access to the referenced document and the full network address, with the same punctuation and use of upper
case and lower case letters.
NOTE: While any hyperlinks included in this clause were valid at the time of publication ETSI cannot guarantee
their long term validity.
2.1 Normative references
The following referenced documents are indispensable for the application of the present document. For dated
references, only the edition cited applies. For non-specific references, the latest edition of the referenced document
(including any amendments) applies.
Not applicable.
2.2 Informative references
The following referenced documents are not essential to the use of the ETSI deliverable but they assist the user with
regard to a particular subject area. For non-specific references, the latest version of the referenced document (including
any amendments) applies.
[i.1] Eurobarometer May (2006).
NOTE: Available at: http://europa.eu.int/information_society/activities/sip/eurobarometer/index_en.htm
[i.2] ICT for Health and i2010: "Transforming the European health care Landscape - Towards a
strategy for ICT for Health", European Commission Information Society and Media.
NOTE: Available at: http://www.ehealtheurope.net/img/document_library0282/ICT_for_Health_i2010.pdf
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[i.3] United Nations Convention on the Rights of the Child (UNCRC).
NOTE: Available at: http://www.unicef.org.uk/publications/pub_detail.asp?pub_id=133.
[i.4] European Framework for Safer Mobile Use by Younger Teenagers and Children.
NOTE: Available at: www.gsmworld.com/gsmeurope/documents/eur.pdf.
[i.5] TeachToday: "making sense of technology".
NOTE: Available at: www.teachtoday.eu.
[i.6] Mobile Alliance Against Child Sexual Abuse Content.
NOTE: Available at: http://www.gsmworld.com/using/public_policy/mobile_alliance.shtml.
[i.7] Parton, N (2006) Safeguarding Childhood Basingstoke: Palgrave.
[i.8] Utting, Sir William (1997) People, Like Us: The report of the review of safeguards for children
living away from home HMSO: London.
[i.9] S. Livingstone and M. Bober (2004): "UK Children Go Online Surveying the experiences of
young people and their parents".
NOTE: Available at: http://www.lse.ac.uk/collections/children-go-online/UKCGO_Final_report.pdf.
[i.10] Prensky, M. (2001): "Digital Natives, Digital Immigrants Part 1" in On the Horizon Vol. 9 No. 5
pp. 1-6.
[i.11] ETSI EG 202 116 V1.2.1 (2002-09): "Human Factors (HF); Guidelines for ICT products and
services; "Design for All"".
[i.12] Good practice guidance for the providers of services of social networking and other user
interactive services 2008: - The Home Office.
NOTE: Available at: http://police.homeoffice.gov.uk/publications/operational-policing/social-networking-
guidance.
[i.13] Byron, T. (2008): "Safer Children in a Digital World The Report of the Byron Review".
NOTE: Available at: http://www.dfes.gov.uk/byronreview.
3 Definitions and abbreviations
3.1 Definitions
For the purposes of the present document, the following terms and definitions apply:
guidelines: high level principles for recommendations to the ICT industry
ICT industry: industry that encompasses hardware and software developers, manufacturers, service and content
providers and content producers
3.2 Abbreviations
For the purposes of the present document, the following abbreviations apply:
CEOP Child Exploitation and Online Protection (centre)
EU European Union
GSM Global System Mobile
GSMA GSM Association (global trade association of mobile phone operators)
HF Human Factors
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ICT Information and Communications Technology
UNCRC United Nations Convention on the Rights of the Child
4 The European Context
4.1 The Contextual framework
In order to meet the needs of children, families and stakeholders the guide takes account of the practical approaches of
European markets and is part of a more comprehensive overall structure which guides aspects of service provision in
more detail and to specific sectors of the industry which is characterized by convergence of platforms, services and
markets, driven by rapid technological change. The ICT industry is not homogenous. It has a complex and constantly
evolving value chain and its products, services and structures are always changing. These guidelines are intended to
establish top-level principles about how ICT services can facilitate children's participation whilst simultaneously
safeguarding their wellbeing. The guidelines are intended to complement and build upon existing self-regulatory and
other actions to safeguard children in the European information society.
This guide establishes principles for managing issues faced by service
providers in relation to the provision of ICT services to young children.
Self-regulatory initiatives and other activities designed by relevant parts of
the ICT industry to establish safer use approaches for specific services,
markets and technologies.
Individual firms adopt recommendations and implement them in their
own way in accordance with their brand and commercial positioning.
Figure 1: The contextual framework of the guide
4.2 United Nations Convention on the Rights of the Child
Because of the variation in the specific legal frameworks across European countries which may or may not be relevant
to service and content providers, the document is underpinned by the principles set out in the UNCRC [i.3]. The first
international instrument to incorporate the full range of human rights—civil, cultural, economic, political and social
rights, the UNCRC [i.3] recognizes that children need a special additional care and protection that adults do not. It
provides a common framework for legislation relating to children throughout Europe because in agreeing to undertake
the obligations of the Convention (by ratifying or acceding to it), national governments have committed themselves to
protecting and ensuring children's rights. The UNCRC, therefore, provides an ideal common framework of principles
and values for the purposes of the present document. All the European countries have ratified the Convention and as
such are obliged to develop and undertake actions and policies in the light of the best interests of the child.
The four core principles of the Convention are:
• non-discrimination;
• devotion to the best interests of the child;
• the right to life, survival and development; and
• respect for the views of the child.
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Whilst the participation of children in the European information society is now well established, the providers of
services that are used by children under 12 face specific yet varied and changing challenges in meeting their needs and
the rights and needs of children under 12 should, therefore, be given additional consideration, where relevant, by service
and content providers. Much of the previous research in this area has focused on teenagers but, as already
established [i.1], the age at which children are using ICTs is decreasing yet this remains largely ignored in research.
However, the globalization of children's rights as enshrined in the UNCRC and changes within the new social studies of
childhood paradigm viewing children as "experts in their own lives", has had an impact on all aspects of children's lives,
from their relationship with their parents to their participation in school and other social institutions. This conceptual
shift emphasizes children's position as "social actors", as creative and inventive users of the world around them, and
encourages empirical explorations of children's competency and agency in a range of diverse settings.
The increasingly recognized influence of children's rights, as enshrined in the UNCRC [i.3], is reflected in both
European and national policies and legal frameworks.
In particular any service provided for children should be based on the principle of protecting the rights and the best
interests of the child. How rights are understood will have an impact on how they are supported and a useful conceptual
framework based on provision, prevention, protection and participation is provided.
Protection
Children’s
Rights Participation
Provision
Prevention
Figure 2: Children's rights regarding ICT services
• Provision - children have rights to access appropriate services yet glaring inequalities remain based on
traditional divisions along the lines of gender; social class; socio-economic background; disability and
geographic location. Consideration by service and content providers of how to ameliorate digital divides and
further promote inclusion in the future will be fundamental to achieving provision for children, including
children with disabilities, of access to appropriate services and it may be that new services which take account
of promoting inclusion could provide a key to achieving this.
• Prevention - children have the right to the prevention of harm. This can be achieved both through technologies
that can reduce risk and comprehensive educational strategies. Children need to be empowered to manage risk
and awareness needs to be raised about the best strategies for preventing harm and promoting children's
well-being. Children also need to be able to seek help and report issues in ways that are appropriate for them.
• Participation - children have a right to be consulted in all matters that affect them (UNCRC article 12).
Children are becoming a large part of the European market for ICT products an
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