Parents and education policy-makers often lack the awareness that the first two steps are crucial for autonomous and competent handling of digital media. Therefore, there are always tendencies to introduce direct media education in kindergarten. In Sweden this has now become compulsory. This is a measure which is neither useful for media literacy nor for children's health.

The Alliance for Humane Education is working to maintain choice for screen-free kindergartens and primary schools. The initiators have asked us to refer to the petition again at this point.  By the end of the year, they would like to collect 100,000 signatures throughout Europe. https://eliant.eu/aktuelles/petition-2018-fuer-ein-recht-auf-bildschirmfreie-kitas-kindergaerten-und-grundschulen/#c15895

Hence the cordial request to disseminate them in their working context and to display them at events. 

After all, it is about nothing more and nothing less than the preservation of a free educational and cultural life in the digital age. It is about the question of how far from the fields of economics and politics compulsion can be exerted on the way children and young people develop. In this context, the current BBC study on screen time and its mental consequences for children is also interesting: https://www.bbc.com/reel/playlist/the-next-generation?vpid=p08k84jy

* Media education at Waldorf Schools", published by the Federation of Independent Waldorf Schools in Germany and The Freie Hochschule Stuttgart
"Struwelpeter 2.0, Media maturity and Waldorf Education", published by the Federation of Independent Waldorf Schools

"Education for Media Literacy", Edwin Hübener, ed by ECSWE q8h.86d.myftpupload.com/wp-content/uploads/2019/09/Education-for-Media-Literacy-Media-in-Waldorf-education.pdf