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Despite advantages, a growing concern for parents in the era of digital expansion is the issue of children becoming addicted to mobiles, tablets or computers, writes M Mesbahuddin Sarker

CHILD rights, as outlined by the UN Convention on the Rights of the Child, form a crucial part of human rights aimed at ensuring the healthy physical, mental, spiritual and social development of children. These rights guarantee protection, education, healthcare, recreation and freedom from abuse and exploitation. Adopted in 1989 and ratified by almost every country in the world, including Bangladesh, the UNCRC serves as the foundation for child rights globally. Bangladesh signed the Convention in 1990 and has since taken various initiatives, both governmental and private, to uphold its principles. The National Child Rights Commission Act 2018 stands as a significant legal instrument in this regard.

The essence of child rights rests on several key pillars. The ‘right to survival’ ensures that every child has the fundamental right to life. The ‘right to protection’ guarantees children’s safety from physical, mental and sexual exploitation, torture and abuse. The ‘right to development’ encompasses children’s access to education, healthcare, nutrition and recreation. The ‘right to participation’ calls for children’s involvement in policymaking, especially in matters concerning them. The ‘right to non-discrimination’ ensures that no child is treated unfairly on the basis of religion, race, gender or any other ground.

The implementation of these rights rests upon several key legal instruments: (a) the United Nations Convention on the Rights of the Child, which defines the fundamental rights of children and obliges all member states to ensure them; (b) the Children Act 2013, enacted to implement the UNCRC in Bangladesh and to secure children’s rights and protection; and (c) the National Child Policy 2011, which serves as a vision and guideline for the development and wellbeing of children across the country.

In today’s world, another dimension has emerged in the discourse on child rights, the reality of ‘digital children’. Digital children are those who are born into and grow up within the digital age, familiar with technology such as mobile phones, computers and tablets from a very young age. They are inherently technology-dependent, learning and developing through exposure to ICT education and digital media. While this digital immersion can offer new opportunities, it also brings new challenges, including risks of ‘digital addiction’, ‘online safety threats’ and ‘adverse physical and mental impacts’ from excessive screen use.

Some defining characteristics of digital children are worth noting: (a) they are technology-dependent from birth, growing up surrounded by devices and the internet that become integral to their daily lives; (b) they are fast-paced technology users, often becoming adept at handling gadgets and apps from an early age; and (c) they engage in digital learning, using online content and platforms that are increasingly embedded in their education. However, the digital environment also presents distinct problems such as excessive screen dependency, exposure to unsafe online spaces, and potential negative effects on attention span, eyesight, sleep and mental wellbeing.

The world has become inescapably technology-driven, and children are no exception to this transformation. As such, information and communication technology education has become essential, not merely for entertainment, but as a crucial tool for learning, creativity and safety in navigating the digital world. It is therefore necessary to integrate ICT education from the earliest stages of childhood learning.

A child’s curiosity is the foundation of learning. When guided properly, technology can enhance that curiosity and turn it into a source of joyful learning. Digital tools such as educational games for mathematics, interactive language apps or YouTube videos explaining natural phenomena can foster engagement and interest beyond traditional textbooks. When children explore digital art applications, Lego robotics, coding games or animation software, they develop creativity, analytical ability and logical reasoning. These activities teach them problem-solving and encourage independent innovation, transforming them from passive users into active creators of technology.

Currently, computer skills are required in nearly 80 per cent of professions worldwide, and this proportion is likely to rise even higher in the years to come. Ensuring access to technology-based education from childhood will therefore equip children to compete effectively in the future workforce. Those who gain digital literacy early can more easily progress to mastering advanced technologies such as programming, robotics, digital communication, multimedia or artificial intelligence. In this way, they evolve into what may be called smart children, capable of shaping and thriving in the knowledge economy.

However, the usefulness of technology depends entirely on how it is taught and used. Without proper guidance, its dangers may outweigh its benefits. Therefore, alongside digital literacy, children must also be educated in online safety. They need to understand the importance of avoiding fake websites, protecting personal information and recognising online bullying or scams. They should be taught to identify credible sources, select good content and conduct effective online searches.

Yet, despite these advantages, one of the growing concerns for parents in this era of globalisation and digital expansion is the issue of children becoming addicted to mobile phones, tablets or computers. This challenge demands attention and action from both families and policymakers. Only by ensuring a balanced and responsible approach to digital learning can we safeguard the rights and future of today’s digital children, allowing them to flourish both online and offline.

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Dr Mesbahuddin Sarker is a professor at Institute of Information Technology, Jahangirnagar University.