Media are nowadays incorporated in all aspects of modern people’s life. They form and define our reality, impose and refute our ideals, and one may almost say, “if not in media, it never happened”. Besides adults, media inevitably influence children. The youngest population is often exposed to (inappropriate) media contents from their earliest age. This poses different challenges for adults regarding the media upbringing of children. On one hand, allowing children to make their own choices helps them build their self-confidence and self-reliance. On the other hand, due to the lack of experience regarding the use of media, children may face various dangerous and/or inappropriate media contents. In the process of finding the “golden mean”, which would enable a child both, obtaining all the information needed and the possibility to make its own choice within the controlled constraints, the major role is played by the social surroundings in which a child matures, i.e. on its parents. A lot of means and methods for protection of children from adverse sides of media (especially of the internet) are available. These methods may be grouped according to particular pedagogic approach, and may be basically divided into the ones incorporating more worry for children and the ones based on more confidence in children. The “more worry” model often treats children as “helpless”, and tries to reduce the adverse influence of the internet through various technical settings and bans. On the other hand, “more confidence” pedagogic models seek to provide children with autonomy in making decisions regarding the internet usage. Therefore, media literacy becomes both the ultimate goal and the result of media education and enables the children to develop „… the ability for approaching, analysing, evaluating and sending messages through media“ (Zgrabljić Rotar, 2005:10, after: Aufderheide, 1992).