With the emergence of modern technologies, the digital environment transforms the way in which we communicate, complete our work tasks and spend our free time on a daily basis. As digital transition transforms the world around us from day to day, it also affects children and their behaviour in the digital environment. Since the children of today have no experience of growing up without IT technologies and use digital devices from a very early age, when they are at the most sensitive stage of development, they often lack a critical approach to the available content and the ways in which it is used. Nowadays, children grow up fast, they are more direct and informed about the world around them and can easily access various content through digital devices at their disposal. As they are a reflection of the society in which they are growing up and developing, it is impossible to isolate them from digital influences. However, while those influences can serve as an additional incentive to learn and develop, they are also fraught with many potential threats. Imposing limitations on internet access also means withholding multiple benefits, which may cause digital inequality. However, controlling the number, time and conditions of performing digital activities, as well as the chosen internet content, has a great impact on the effects they produce on children. Implementation of children's rights in the digital environment requires constant support of parents, educators, teachers and all other adults in communication with children aimed at encouraging their creativity and innovativeness, empowering them in the social context and ensuring active involvement in the process of developing their digital literacy. Due to their cognitive abilities, children are less aware of digital threats, so their understanding of online threats and risks, as well as their familiarity with adequate safeguards, depend on whether they have been timely and properly introduced to them. Quantitative research has provided an insight into the habits of primary school children in the Republic of Croatia in relation to their use of the internet and exposure to modern digital technologies. Due to the fact that the research was focused on a highly sensitive group, the primary source of data were parents, whose opinions pointed to specific facts about children’s behaviour in the digital environment in the Republic of Croatia. According to their perception, children aged 6-14 are active users of information and communications technology and digital technology who usually spend 30-60 minutes on the internet during an average workday, while the time spent on the internet during an average7 weekend day increases to 2-3 hours. Three quarters of the children have their own digital devices, usually mobile or smartphones, which they use to perform various online activities, depending on the permission they have. In general, parents believe their digital skills are at a higher level than their children’s. Online risk perception is considerably high and conditioned by potential adverse effects and probability of occurrence. Threats are related to violence, safety and protection of privacy and personal data of children, as well as to marketing procedures and exposure to ads encouraging unhealthy habits and consumption. According to the parents’ preferences regarding safeguards, they believe that some safeguards are more efficient than other. Children often start a conversation about or seek help with their online activities by themselves and the majority of parents stated they have established rules on how long and when their child can spend time online. Furthermore, they find the level of their control over protection of their children to be relatively high. There were no significant differences in recognition and understanding of the implications of the digital environment and perception and effects of risks on children between parents of different social and demographic characteristics.