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亲子数字边界与情感连接

Parent-Child Digital Boundaries and Emotional Connection

王榕枫¹, 李鸿捷² 阮琳燕¹

Education Study / 2026,8(7): 771-775 / 2026-07-17 9 2

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• Information:

  1．北京联合大学师范学院，北京；
  2．北京市府学胡同小学，北京

• Keywords:
  Parent-child communication; Digital products; Internet dependence
  亲子沟通; 数字产品; 网络依赖
• Abstract: The extensive popularization of digital media is reshaping daily family life. The use of electronic products is no longer a mere behavioral issue among children, but a core topic that affects the quality of parent-child interaction and triggers family education conflicts. Disagreements and confrontations arising from screen control expose the limitations of the traditional one-way control model and pose new challenges to the construction of parent-child relationships in the digital age. Based on relevant theories and empirical evidence in developmental psychology and family upbringing, this paper analyzes the multi-layered formation mechanism of children’s internet dependence, and explores the roles of parental demonstration, rule co-construction and emotional bonding in guiding children’s digital behaviors from the perspective of parent-child interaction. The study proposes an idea of constructing parent-child digital boundaries shifting from “confrontational control” to “collaborative co-construction”, and points out that healthy digital parenting should take emotional connection as the core and guide children to form healthy internet use habits on the basis of consensual rules. This study can provide theoretical reference and practical guidance for alleviating family digital conflicts and optimizing parent-child interaction modes. 数字媒介的深度普及正在重塑家庭日常生活的形态，电子产品使用不再是单纯的儿童行为问题，而是影响亲子互动质量、引发家庭教养冲突的核心议题。围绕屏幕管控产生的分歧与对抗，暴露出传统单向管控模式的局限，也为数字时代的亲子关系构建带来了新的挑战。本文结合发展心理学与家庭教养领域的相关理论及实证证据，剖析儿童网络依赖的多层形成机制，从亲子互动视角出发，探究父母示范、规则共建与情感联结在儿童数字行为引导中的作用。本研究提出从“对抗管控”转向“协同共建”的亲子数字边界构建思路，指出健康的数字养育需以情感连接为内核，在共识性规则的基础上，引导儿童形成健康的用网习惯。本研究可为缓解家庭数字冲突、优化亲子互动模式提供理论参考与实践指引。
• DOI: 10.35534/es.0807135 (registering DOI)
• Cite: 王榕枫，李鸿捷，阮琳燕．亲子数字边界与情感连接［J］．教育研讨，2026，8（7）：771-775．