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TV effects on children
Effects of television on young children
The effect of television viewing on the development of children and adolescents
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The question as to whether television is a good way to teach children has always been hotly debated. There has been studies conducted that demonstrate that school age children can benefit from educational programs geared toward their age range. Some elementary schools in the United States have implement educational shows into their daily classes; even high schools and colleges use educational videos as part of their lectures and many say they are beneficial. Yet there is a new trend that seems to be sweeping across America; infant targeted media products. These new shows are now targeting children as young as 12 months, telling parents that it will help their child develop faster and ahead of their peers. It’s an appeal that no parent could pass up because everyone what’s their child to be the next Einstein. The question however is do these products actually work? This is the question DeLoache et al. (2010) and Krcmar, Grela, and Lin (2007) attempt to answer in their research into media and infant learning. Both studies focus on infant related media shows vs patent interaction, which learning style works the best, and if the claims by marketers about the effectiveness of their shows hold some or any validity.
DeLoache and colleagues (2010), examines the claims made by marketers of infant educational media that by watching their programs, infants as young as 12 months old will develop language skills faster and thus will learn faster and better as they mature. This theory was tested by taking the most popular video of that time and examining how many new words infants between 12 to 18 months learn from watching it. The study was conducted on 72 infants between the ages of 12 to 18 months, mixed between boys and girls, ...
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...an be useful at certain age ranges, it does not appear that baby educational media works. Infants learn the best with their parents are the ones teaching them. The research done by DeLoache and colleagues (2010) and Krcmar and colleagues (2007) demonstrate this. The truth of the matter is that since the dawn of man, parents have always been there teaching their children to survive. Whether it was hunting, walking, or speaking, the interaction between the parent and the child will always be paramount in the child’s development. From the time they are born, babies see their parents, not the television, and it is from that moment that the child looks to their care giver for guidance. Perhaps as technology improves, and television becomes more interactive will we see a difference in how well these types of programs work, but for now nothing beats the real thing.
Imagination does not always involve dealing with realistic feelings or reading books and having to understand ideas in an intellectual way. Imagination does not need to be taken seriously; intelligence, on the other hand, should be taken seriously. Giving a child a book will test his reading and literacy skills. Putting a child in front of a 20/20 broadcast will confuse him. Reading books are meant for learning, not to expand one’s imagination. Children are not supposed to believe that television and video games are bad for them when this addictive hobby only makes them happy. It is only an excessive amount of television entertainment that will truly damage a child’s intellect. Adults, however, understand both how to read and the difference between reality and fantasy worlds and the effects television has on their intelligence.
Such nonverbal absorption from language spoken by actors on TV does not have the same effect on children’s intellectual and cognitive development as real-life language experiences. A conversation is cooperative, allowing “time for reflection, questions, and encouragement” (White, 2006). On the other hand, television provides no interaction, so the child is glued to the television, unable to ask questions and has no time for thought because the show must go on. As a result, children who watch excessive amounts of television become adapted to not think, leading them to be “passive and unrespo...
Clifford, Brian R., Barrie Gunter, and Jill L. McAleer. Television and Children: Program Evaluation, Comprehension, and Impact. Hillsdale, NJ: Erlbaum, 1995. Print.
Television has become a big part in children’s day-to-day lives especially in the 20th century. Children in this century rely on television to keep them entertained and educated instead of entertaining and educating themselves by participating in activities, which will teach them a lot more in life then the actual television. There is no doubt that children are most easily influenced by television because of the different content that they watch as well as the amount of time consumed watching TV. The television does have an emotional and intellectual development on children but this all depends on the content that they’re watching and the way that they absorb the information that the show is trying to send out. Different programs will portray
...ildren that seem helpful and educational. Learning systems such as leap frog or educational television programs are also a hot topic when it comes to giving your child a boost in the education department. Being that it is still “media”, the question is; how helpful are they really and how much is too much? (Garrison & Christakis, 2005) Many researchers suggest that there are no negative effects of these educational programs. However it may not be the education department that these children will be lacking in. It is found that more children that are preoccupied with media, even educational, are more likely to become obese, lack in social skills, and be less creative. There are pros and cons to every situation that occurs in life. When it comes to the development of a child, balance is ultimately what needs to be achieved to be able to obtain a healthy lifestyle.
Thompson, R. A., & Nelson, C. A. (2001). Developmental Science and the Media: Early Brain Development. American Psychologist, 56(1), 5-15.
From the moment an infant is born, it is bombarded with sounds that the brain attempts to categorize. Within the first year of life alone, infants already show preferences for phonologically legal structures in their native language when compared to illegal consonant structures (Friederici et al., 1993). While a personal lexicon is not developed until later in childhood, the early stages, primarily the recognition of word segmentation, begins within the first year of life. The topic of what the important factors are in babies perceiving speech and building a preference to their own language, however, is shrouded in mystery. For instance, Friedrici et al.’s study on phonotactic knowledge of word boundaries gave results that indicate the combination of simple context cues as well as the use of infant directed speech (IDS) allows babies to recognize phonotactically legal structures by nine months. However, McMurray et al.’s results directly contrast those findings by arguing that IDS simply causes a slower rate of speech but does not highlight contrasts between segmented sounds, nor does it enhance phonetic cues. Infant directed speech is a “speech register characterized by simpler sentences, a slower rate, and more variable prosody” (McMurray et al., 2012). While there is controversy regarding the beneficial factors of infant directed speech, most studies indicate that this register is extremely beneficial for infant speech perception in the first year of life.
Soderstrom, M. (2007). Beyond baby talk: Re-evaluating the nature and content of speech input to preverbal infants. Developmental Review, 27(4), 501-532.
One of the most important determining aspects of children 's outcome is the parenting style under which s/he was raised. Because the baby has not established any knowledge about the world or how to interact within it, the parent can be considered the first teacher in developing multiple habits, social techniques and roles, identity, and communication skills. Every step an individual takes, every word one speaks, they learn to control and monitor from the beginning of their life. Behavior is something that is learned, conditioned, and adjusted as needed during the evolution of the learning phase, where the parent holds a great weight in introducing and reinforcing the foundational beliefs a child will
... (p. 116). In her article, “Babies Prove Sound Learners,” Sohn (2008), states, “Such studies show that, up to about 6 months of age, babies can recognize all the sounds that make up all the languages in the world” (para.24). B.K. Skinner suggest that the materialization of language is the result of imitation and reinforcement. According to Craig and Dunn (2010), “Language development is linked to cognitive development that, in turn, depends on the development of the brain, on physical and perceptual abilities, and on experiences. Biological and social factors also jointly influence the early development of emotion and personality” (p. 117). In her article, A natural history of early language experience. Hart (2000), states, “Talking is important for children, because complexity of what children say influences the complexity of other people’s response” (para. 1).
Early childhood education (ECE) is a category of educational program which relates to the teaching of little children in their preschool years. It comprises of many activities and experiences designed to assist in the cognitive and social development of preschoolers before they start elementary school. In most early childhood programs and schools, technology will be part of the learning background of the future. To make sure this new technology is used effectively, we must assure that teachers are fully trained and supported. In this paper, theoretical perspectives of child development are discussed with the basic elements of learning program. It also explains briefly the role of technology in Early Childhood Education.
Our generation has been raised in a technological advanced world and there has been definite controversy over many of these innovations that this new culture has brought. An innovation that has troubled the youth of America for many years is television. Although there is no certainty to eliminate this 'plug-in drug,'; there are many ways to control and monitor your television as a parent.
Despite many useless forms of mindless entertainment that is in the media, there are a lot of television shows that are good for all ages to be raised on. Some shows promote educational values to feed the younger minds. Sesame Street is a show geared to preschool age children and “Independent research found that children who regularly watch Sesame Street gained more than nonviewers on tests of letter recognition, vocabulary and early math skills” (Guernsey). It is not just Sesame Street, but many shows such as Dora the Explorer and Blue’s Clues, though directed at much younger generations, provide an early example for kids to learn various skills with the intention of giving them an early start long before their schooling even begins. With a wide variety of learning shows that promote the ...
Pitman, S. (2008, August). The impact of media technologies on child development and wellbeing. Retrieved from http://www.ozchild.org.au/userfiles/docs/ozchild/research-papers/ImpactOfElectronicMedia.pdf
Television has as both an entertainer and an educator for children. Neil Postman supports television for its valuable contribution to language development in children, saying, “Long before they have learned to read, or for that matter, even begun to master their language, children may accumulate, through television, a fund of knowledge that was simply inaccessib...