Digital privacy socialization in early childhood through a qualitative intervention study in Türkiye

Abstract This study examines reported changes in digital privacy awareness as a component of early digital literacy following a structured parent–child digital privacy intervention in early childhood. Although educational technology research has increasingly emphasised young children’s digital experiences, limited attention has been given to how digital privacy may be fostered through family-based learning during the preschool years. This qualitative intervention study involved 19 preschool children (48–72 months) and their mothers. Semi-structured interviews were conducted with participating children and mothers before and immediately after a four-week intervention consisting of child-centred classroom activities, a family participation activity, and guidance materials for mothers. Data were analysed using qualitative content analysis. The findings indicate reported differences in children’s digital privacy perceptions, digital content evaluation, personal data awareness, and reported digital decision strategies following participation in the educational programme. Mothers also reported more reflective approaches to digital sharing, personal data protection, and the mediation of their children’s digital experiences. In several families, children’s emerging awareness appeared to encourage mothers to reconsider aspects of their own digital privacy practices, suggesting patterns consistent with reciprocal learning within family contexts. Rather than presenting reciprocal learning as an established mechanism, the study proposes the Reciprocal Digital Privacy Learning Model as a tentative interpretive framework grounded in participants’ reported experiences. The findings illustrate how family-based educational interventions may contribute to the co-construction of digital privacy awareness within early childhood while recognising that the reported changes reflect participants’ experiences within a single qualitative intervention context rather than causal intervention effects.