This dissertation examines media and informatics-related educational offerings for children in middle childhood, focusing on the strategies and conditions of educational practitioners. First, it considers modern child socialization in the context of mediatization, individualization, and globalization. This is followed by an analysis of media use in this age group, including media appropriation, developmental processes, and discourses on risks and opportunities. Given the ubiquitous presence of media in childhood, societal expectations for dealing with digitalization are increasing, with education seen as the key to participation. The third chapter presents various perspectives on digital education and a theoretical framework for analyzing educational goals according to Benner (2001). However, empirical data on extracurricular educational practice and its objectives are lacking. Therefore, interviews were conducted with 31 educational practitioners and analyzed using qualitative content analysis, leading to the creation of a typology with six types. The educational activities examined include preventive and educational measures as well as offerings that promote children's design, reflection, and analysis skills, revealing various strategies and areas of tension.weiterlesen