Informal Learning, Child and Crime

Learning starts in the main abdominal and continues for a lifetime in the form of informal learning in a primarily family and social environment. Whatever informal learning environments which surpass formal education processes exemplify, incentivize and model as desired behaviors on the one hand and criminal activities on the other has an influence on the child. In child development, identity, personality, character, and values are constructed as a result of the fulfillment of the child’s basic needs such as care, affection, compassion and trust by the family or being inattentive towards them and the encouragement from informal learning environments. Informal learning via media, which is a powerful and even threatening alternative to formal education is very effective on children at the learning age, sometimes informal learning predominates over formal education. The first habitat as learning begins in the family, continues in accordance with the formal primary education. Formal education includes pre-dominant learning environment their families constitute the social environment and more specifically in the circle of friends and peers. It needs at various stages of human life and expectations are different. Infancy, childhood, youth and middle age and old age in a previous phase is crucial for the next period. A sense of belonging, identity, personality, character, beliefs and values, and that a person who, on how he answers that the features are formed in childhood, then the gain pekişip permanence. Traces of childhood can not and may never completely erased. Objective of this descriptive research based on qualitative literature review is to identify the probable and diverse effects of the ever-developing digital technologies on children, to investigate why undesirable behaviors emerge and the related issues by emphasizing the causal relations and to offer suggestions that can contribute to the solution of the current related problems, primarily the crime phenomenon.