ETSI EG 202 745-2008 Human Factors (HF) Guidelines on the provision of ICT services to young children《人为因素(HF) 向儿童提供ICT服务导则》.pdf

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1、 ETSI EG 202 745 V1.1.1 (2008-09)ETSI Guide Human Factors (HF);Guidelines on the provision of ICT servicesto young childrenETSI ETSI EG 202 745 V1.1.1 (2008-09) 2 Reference DEG/HF-00089 Keywords children, HF, ICT, service, provider ETSI 650 Route des Lucioles F-06921 Sophia Antipolis Cedex - FRANCE

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3、de 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 ke

4、pt 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

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6、tion in all media. European Telecommunications Standards Institute 2008. All rights reserved. DECTTM, PLUGTESTSTM, UMTSTM, TIPHONTM, the TIPHON logo and the ETSI logo are Trade Marks of ETSI registered for the benefit of its Members. 3GPPTM is a Trade Mark of ETSI registered for the benefit of its M

7、embers and of the 3GPP Organizational Partners. ETSI ETSI EG 202 745 V1.1.1 (2008-09) 3 Contents Intellectual Property Rights4 Foreword.4 Introduction 4 1 Scope 6 2 References 6 2.1 Normative references .6 2.2 Informative references6 3 Definitions and abbreviations.7 3.1 Definitions7 3.2 Abbreviatio

8、ns .7 4 The European Context8 4.1 The Contextual framework.8 4.2 United Nations Convention on the Rights of the Child8 5 The Guidelines .10 5.1 Proactively safeguard children .10 5.2 Adopt a child centred approach11 5.3 Engage widely with stakeholders .11 5.4 Work in partnership with children and fa

9、milies .12 5.5 Promote responsible use.13 5.6 Clearly explain service conditions13 5.7 Understand how children use ICT services 14 5.8 Exploit technology innovation .14 5.9 Embrace professional development14 5.10 Seek Continuous improvement.15 6 Conclusion15 Annex A: Bibliography17 History 18 ETSI E

10、TSI EG 202 745 V1.1.1 (2008-09) 4 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

11、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

12、 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

13、 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 exam

14、ple, 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

15、 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

16、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 liv

17、es. 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

18、 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 technologie

19、s in childrens everyday lives, have facilitated greater opportunities for childrens 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

20、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 impor

21、tant 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 chil

22、drens 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 childhoo

23、d 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 childrens everyday lives

24、including education and the growing demand for ICT services in schools, childrens social and leisure activities and the recent transformations in childrens healthcare i.2 and social care for children with disabilities. With the increasing democratization of the family, children have a far greater in

25、fluence 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 ETSI EG 202 745 V1.1.1 (2008-09) 5 Whilst the participation of children in the European information society is now well

26、 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 inc

27、luding 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 previo

28、us 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 childrens participation and simultaneously advancing the safeguarding of young children in a systematic and integrated manner. The rec

29、ommendations 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 initiati

30、ves. 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

31、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 Sexu

32、al 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 pr

33、iorities 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 a

34、rea, 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 safeg

35、uarding 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 chil

36、dren 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 recommendation

37、s 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

38、 important in the context that many parents and carers, childrens 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

39、 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

40、 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

41、 adopting a joined up approach to safeguarding children and promoting childrens 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

42、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 th

43、at 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 sp

44、ecific 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 produc

45、ts 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 tha

46、t harms children, including misuse by children themselves. ETSI ETSI EG 202 745 V1.1.1 (2008-09) 6 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 chil

47、dren 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

48、 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 an

49、d 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 traceab