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Parents generally supported daily screen-time limits but preferred the flexibility to adjust them to their children\u2019s needs. The top three proposed default safeguards were disabling autoplay, disabling direct messaging and implementing a daily screen-time limit.<\/p>\n
Youths were concerned that fixed and rigid limits could restrict legitimate uses such as schoolwork and extracurricular activities. While there was broad support for disabling algorithmic feeds, some saw value in their ability to surface educational content.<\/p>\n
\u201cIn general, many parents expressed desire to retain some agency and flexibility over how safeguards were implemented, particularly where measures such as autoplay and daily time limits might need to be tailored to their children’s developmental needs, maturity levels and family circumstances,\u201d MDDI said.<\/p>\n
IMDA is also partnering with government-supported preschools on lessons about digital habits, built around four key actions: setting boundaries online, thinking before acting, reporting inappropriate content, and parental engagement and support.<\/p>\n
The curriculum was first piloted with more than 100 Kindergarten 2 students from E-Bridge preschool. It will be rolled out across all E-Bridge preschool centres from December, reaching close to 3,000 Kindergarten 1 and 2 students across 30 centres.<\/p>\n
Skool4Kidz preschool also delivered the curriculum to 800 Kindergarten 2 children across 35 of its centres in September. IMDA said it will continue to engage the Early Childhood Development Agency and reach out to more preschool operators next year.<\/p>\n
Parents and families can also access digital parenting resources on the Digital for Life portal, it said.<\/p>\n
Ms Rahayu said community partners and individuals can all play a role.\u00a0<\/p>\n
\u201cI think each of us has a role to play in supporting one another, in helping provide skills, and we hope that this is something that we can see manifest,\u201d she added.\u00a0<\/p>\n<\/div>\n
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