Privacy by Design | Children & NLP Products

Hello World,
TLDR; Essay on privacy risks for products developed for Children.

Innovative NLP products are focusing on children as a new market. Provide critical analysis regarding the benefits and risks of 'Privacy by Design' in this context?

How exactly is a parent supposed to raise a child in this day and age, and prevent them from getting addicted to technology – which is now omnipresent, omnipotent and omnificent – characteristics we normally associate with God. Given this, what should be our societies role in making sure that the lives of our future generations still have the same ‘liberty’ and how can parents and the larger collective group of stakeholders of the future (engineers, analysts, users, businesses) ensure that privacy is maintained.

Today, children are born in a world of smartphones, tablets and laptops around them. It is difficult to go on with your daily lives, without using technological gadgets in front of them. There is no hiding it from them anymore. Among the phrases used in both the popular and professional press in recent years: "kids lost in cyberspace," "the antisocial effects of social media," "the flight from conversation," and "Facebook depression."

Increasingly, young people are using various forms of technology in the service of communicating with others, and many have noted the possibility of various dire
consequences of this phenomenon, including sexting, cyber bullying, online harassment, and Internet addiction. In our own survey of over 300 adolescents, we found that texting and face
toface communication were considered the most "convenient" forms of communication, while facetoface communication and phone conversations were perceived as most likely to lead to ‘feeling understood’ and ‘feeling intimate’"[1]

Risks, benefits and role of parents.

I want to start the risk section with a quote from a movie very close to me. As Aaron Sorkin observed in his movie The Social Network, the Internet can be especially dangerous because an expression of a skirmish or problem is "written in ink." There are no expiration dates for Internet postings, it cannot be erased so the impulsive judgments of children may well follow them into adulthood.

Prevention is better than cure - and whilst a young person might cry that it is an invasion of privacy for a parent to look at what they're doing online it is simply being a good parent. If you don't know where your child is what they're doing and who they're doing it with then you can't adequately parent them in the digital space. Children are digital natives, without a shadow of a doubt their technical skills go up here and cognitive and brain development languages at about knee level there's a massive gap between what the children can do and what they understand. There is an enormous amount of time and effort and energy needed to ensure that young people have safe and
positive experiences when they're online. When we talk about the sort of people that want to latch on to children we're talking about the groomers the Predators that are terribly skilled at what they do. The ubiquitous cases that the nice person they were talking to, that they thought were nice, seemed nice, sounded nice and appeared nice turned out to be having the wrong motives. where were the parents of that child? How did this happen? Because what the police can't do is catch every bad person out there and even if they do, the damage is done you can't undo the damage. The grooming process in particular is questioned. Within four weeks two young girls had stood naked and shared photos online on the premise of a free bikini and being premiered on a television show.

Smart kids from good schools and good homes get sucked in, and these naked selfies are never ever taken at the kitchen table and the old age of getting kick out of bedrooms is as relevant today as it ever was before a lot of people say that it doesn't matter anymore that you should let children do what they want learn and explore and hope for the best but there's nowhere else in life that we do that we monitor we guide we supervise and we're there with our children in all areas of their lives the online world is no different you must be where there with them you must offer guidance and support whilst accepting your technical skill by and large does not even remotely come close to that of your child's but your cognitive and brain development your maturity or life
experiences and your skills matched up with the tech savvy-iness of your children is where you're going to reap the rewards 22years ago.

The first report I had heard on cyber bullying was when a group of girls posted on an Internet sex chat room the personal details of a girl they no longer liked. The family had to move into a motel that afternoon and then a rental property because nobody could stop the stream of men knocking on the door looking for that 13-year-old girl and her very kind offer of free sex. Another instance was the Amanda Todd suicide[2],
where So, the concept of privacy online simply does not exist. We cannot expect
young children to be able to make these decisions on their own nor should we allow
them to do so.

"Problematic Internet use[3]" like "social media syndrome[4][5]”, is said to beset those whose excessive use of online technology results in negative offline consequences. And it should be a parent’s duty to breach privacy in this case.

Technology is a wonderful tool, and without a shadow of a doubt there are enormous benefits but we must understand that it is incumbent upon us as an adults being interested member of the community – teacher, parent, carer, grandparent, aunt, uncle, cousin or anyone with an interest in young people that we have worked together to ensure that young people are safe and protected online. That simply does not happen if you open the doors of the internet and hope for the best. Young children deserve better they deserve people that are interested in them, deserve people that understand what they're going through.

We should not demonize technology based on a few issues but appreciate and focus on the benefit that gives rather than negative it provides. But we must always be aware that no matter what you think or what your intention is, it is a public place. You are only as secure online as the people you hang out with. There is nothing to stop anyone taking sharing reposting anything you do online so whilst your intention might have been a small audience the fact that you end on up on the front page of a national newspaper. There's not much you can do about it, so making sure children understand that the reality is not sunshine and happiness because it's not always that. Parents give their children NLP devices but they must also know how they work, where they go. Passwords and pass codes is not an invasion of privacy it is being a parent. A perfect universe is to give some privacy to children at a gradually increasing level as they mature. I am not arguing whether it should be a free-for-all, not saying that every eight-year-old should have unfettered access to the Internet, but even eight-year-old should be allowed to have a degree of privacy even if it's just a whispered secret to a friend in a play yard or even a private online chat with a parentally approved classmate from school.

The contra to that argument is that - yes it's true it is a dangerous world out there which is exactly why we need to spend our time teaching and training our children how to handle privacy to arm one with good judgment and with wisdom for online we cannot spy on them as a substitute for teaching them this that breaks the trust with the parent or the school and that trust is needed its ability if the children are actually to listen to their guidance people on this good judgement is a learned skill and that takes time.


With technology impacting children of many ages and contexts on a global scale, there has been considerable research in the educational sector that has focused on the proliferation of technology and its impact among children both at home[6][7] and in school6[8]. This research leaves an aspect of technology that is sometimes overlooked in research: the design of technology. For a technology to come into being, someone, or some people, somewhere, spent a lot of time and effort first conceiving the idea for the
technology, then developing and building the technology, then implementing the technology in the con- text for which it is intended, and finally testing the new technology with the intended users, which in this case is children.[9] Despite the ubiquity of technologically mediated communication in the lives of young people, despite its significance in the development of identity and personal relationships, and despite its potential for creating or exacerbating multiple psychosocial problems, it remains unclear as how confined privacy should be for children.

[1] Farber, B. A. et al. (2012) Children, Technology,
Problems, and Preferences. Journal of Clinical Psychology. [Online] 68 (11),


[3] Caplan, S. E. (2003).
Preference foe online social interaction: A theory of problematic Internet use
and psychosocial well
being. Communication
Research, 30, 625 – 648.

[4]O'Keeffe G. S., & ClarkePearson, K. (2011). The impact of social media on children,
adolescents, and families. Journal of the American Academy of
Pediatrics, 800 – 804.

[5] Sloviter, V. (2011).
Diagnosis: Social media syndrome. Pediatrics for Parents, 27, 30 – 31.

T. Kennedy, A. Smith, A. T. Wells, and B. Wellman,
“Pew,” Networked Fam- ilies, (Accessed: February 24), 2008.

L. M. Espinosa, J. M. Laffey, T. Whittaker, and Y.
Sheng, “Technology in the home and the achievement of young children: Findings
from the early child- hood longitudinal study,” Early Education and
Development, vol. 17, no. 3, pp. 421–441, 2006.

NCES, Internet Access in US Public Schools and
Classrooms: 1994–2005. 2006. (Accessed: February 19).

Jerry Alan Fails, Mona
Leigh Guha and Allison Druin (2013), "Methods and Techniques for Involving
Children in the Design of New Technology for Children", Foundations and
Trends® in Human–Computer Interaction: Vol. 6: No. 2, pp 85-166.

 Other References:




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