**4. Conclusion**

Imagine a world in which to have fun, read the newspaper, listen to the radio, watch television; call, write, listen to music or watch movies; subscribe, work, exhibit, play, plan, organize; a world where to escape the daily routine, find old friends, send (digital) postcards, prepare a trip, buy train or plane tickets, book a hotel room, it is increasingly important more often to connect. A world in which to study, translate, correct a text, check your bank accounts, make a transfer, buy gifts, get a book, a record or a piece of furniture; to consult the sales, to have a parcel delivered, to receive coffee capsules, ink for the printer, a tablet or a table at home, it is necessary for us to consult a screen. A world in which to build your CV or expand your professional network, to sleep abroad for free, rent your apartment to tourists, find a taxi, a carpooler or a job; to complete administrative procedures, produce photos, follow the news of sports, cinema or politics; to edit films, create posters, flirt, learn a language or the words of a song, we are drawn to a computer, a tablet, a smartphone. A world in which, in order to interact, exchange, exist, we are forced to return to these technologies that intervene between us and the world. Technologies that mediate our relationships, including those parents have with their children.

This world is the one we bequeath to the younger generations. It is certainly full of promises, but it also reveals new challenges to be taken up in our duty of transmissions. We understand with this chapter that supporting the youngest in our connected societies can never do without questions to be renewed. Where do our concerns come from? Do we provoke new fears in our children and in our own lives when we paradoxically try to reassure ourselves? Do digital traces distract us from the essential? Are we aware of the sometimes unexpected effects of the connected world, which gives us the impression of maintaining the link despite the distance? Do we know how to recognize and respect the desire for disconnection of our children and our adolescents? Of course, it is actually hard to evaluate how strong is this desire of disconnection, and we can also question if this intention to disconnected sometimes from the ICTs takes his meaning only in the relation with their parents: maybe teens try sometimes to also escape from the solicitations produced by their peers? It can be interesting in future researches to explore those dimensions of disconnection among teens, as it can be useful to question how parents can take action in this try to get away from the connected world, sometimes, for a while. Actually in France is there no research who evaluate the role of ritual of disconnection in the day-to-day life of the family with children and teens. So many questions that should accompany this search for "the right distance" that drives parents. Because, in the end, it is not just a question of questioning the digital practices of teens and the actions of parents. But to question what we offer as role models to the youngest in a connected world. In this article, we have insisted on the relationship between parents and their children in the digital age, but it goes without saying that a large research project is opening up here, because it is also the relationships between brothers. and the sisters, with the grandparents and the extended family which will need to be analyzed in more depth.

In any case, we understand that it is important not to dramatize the use of ICTs, but, by wanting to use them in the perspective of prevention and intervention, we also participate, more or less consciously, in a strengthening of this standard to be

connected. When we invite children or teenagers to connect to find information, to contact a professional, to produce a prevention film in class, the initiative is laudable, and even necessary, but it does not always take the issue into consideration. Connection that we have discussed in this book. In other words, by legitimately working to renew the relationship of the youngest to screens, we forget that the problems posed by the current context also lie on the side of external solicitation, of this possibility of the permanent link which reassures and fears. It is no longer enough to work with young people to ensure that they develop a better relationship with the screens. It is important to also work with them the possibility of living outside the perimeter of the connection, which does not only mean "doing a screen fast", but also learning to temporarily and partially disconnect from the perimeter. Reassuring that traces the possession of a smartphone. Because promoting "good uses" of ICTs among younger people, by encouraging them to use them prudently and positively, is also, sometimes and paradoxically, to encourage them to connect, again and again… Keep this in mind. Allows us to avoid the trap of technophilia, just as unproductive as that of technophobia: many answers to our questions are not found in the examination or use of ICTs.
