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Preliminary communication

Relationship and Meaning of Media Education in Kindergartens: Rules and Media Challenges

Suzana Peran orcid id ; Hrvatsko katoličko sveučilište, Zagreb, Hrvatska
Anđelka Raguž orcid id ; Filozofski fakultet (doktorandica), Zagreb, Hrvatska

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page 216-231

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The paper shows the approach and role of educators in the media education of children. Consequently, the media literacy of children is observed with regard to the ability of educators to use the media competently and appropriately, while being critical, media literate and aware of the (partial) responsibility in creating media works, as well as users and creators of media content. At the same time, children who are educated and raised by educators are exposed to media content, and through educational methods and professional approaches, they implement themes and recommendations on the use of media. The media education of children depends on family, guardians, peer influence, and actually usage habits are adopted and shaped through programmes and communication activities in kindergartens and preschools. Therefore, the results of the survey conducted by using the questionnaire method among educators from two counties determine how the media help working with children – who perceive them as a learning tool, while at the same time developing digital competences, and make learning more interesting.


media education, media literacy, educators, kindergartens, responsibility

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