Final Debate

Television and films provide more positive influence to children

Television is an inescapable part of modern culture. We depend on TV for entertainment, news,

education, culture, weather, sportsand even music, since the advent of music videos.

In this crowded television environment, the key is to provide young children with a guided
viewing experience and to model and teach them the critical thinking skills they need to be
active, engaged viewers.

Television can be of general benefit to children. It can bring them into contact with aspects of
life they would not otherwise become aware of. It can provide a valuable tool in the home and at
school not simply to keep children occupied but also, if used appropriately, as a constructive way
to use their time.Television is not a one-eyed monster lurking impishly in the corner of the
living room, kitchen or bedroom waiting to exert an evil influence over young members of the
household. It is a channel through which a range of entertainment, drama and learning can be
obtained and experienced and increasingly these days it is under the control of the viewer
(Gunter and McAleer, 1997: xii-xiii).

Television offers lots of benefits to kids:

Because of its ability to create powerful touchstones, TV enables young people to share
cultural experiences with others.
TV can act as a catalyst to get kids readingfollowing up on TV programs by getting
books on the same subjects or reading authors whose work was adapted for the programs.
Television can teach kids important values and life lessons.
Educational programming can develop young childrens socialization and learning skills.

Educational programming, like Sesame Street and related shows, can help teach kids
letters, numbers and important concepts that will help them thrive and take care of
themselves later in life. Also, much of children's programming can help stimulate and
develop their imaginations, leading them to lives of creativity.

News, current events and historical programming can help make young people more
aware of other cultures and people.
Documentaries can help develop critical thinking about society and the world.

Oftentimes, parents are surprised to find that their kids are fascinated by documentaries.
Childrens documentaries cover a broad range of topics and make them accessible to kids
of all ages. Many well-paid professionals started their vocational journeys by viewing
fascinating television documentaries.
X Some of the most pronounced benefits of kids TV arise from parents watching with
their children. In the course of their busy modern lives, many parents dont have much
 time or opportunity to socialize with their kids. Fortunately, television producers
recognize the importance of family entertainment with broad appeal. Many production
companies are releasing excellent shows that entertain people of all ages. Pediatricians
and child-rearing experts have long voiced their approval for moderate TV watching by
kids. Within the context of conscientious supervision, the best kids shows fulfill
important roles in thoughtful parenting.

TV can help introduce youth to classic Hollywood films and foreign movies that they
might not otherwise see.
Cultural programming can open up the world of music and art for young people.

X Canadian childrens television, in particular, is frequently a source of good messages. A 2009

study of Canadian TV aimed at youth found that among shows aimed at preschoolers, nearly half
focused on social relationships, while a third focused on learning, with none focusing on fighting
or violence. These themes did appear in Canadian programs aimed at kids ages 6-12, but
represented only one in 10 shows: social relationships, adventure and learning were all found
much more often. Canadian childrens TV was also found to have a high level of ethnic
diversity, with visible minorities represented at a level close to their actual numbers in Canada.

Source :Caron, Andre et al. A National Study on Childrens Television Programming in Canada. Centre for
Youth and Media Studies, Universite de Montreal, 2009.

Content for preschool-age children such as Sesame Street has been around for decades.
Television and video content designed to reach infants is much newer. During the past decade
programs and videos specifically designed for infants have been introduced and popularized,
generating sales of about $100 million in 2004. Products such as the Baby Einstein series and
Brainy Babies, among others, were specifically designed to reach infants and are marketed as
educational materials to optimize child development.

Children's Reading and Language Development:

Adolescents whose parents permitted them to watched more educational programming when
they were young are more likely to have higher grades, read more books, place greater value on
achievement, and show more creativity.

X Studies of educational television have also found benefits for young children. For example,
Sesame Street, probably the most studied television program of all time, has been shown to have
a variety of benefits for preschool children, including increases in vocabulary, ability to count,
and general school readiness. Another study found that the benefits of educational television
were most noticeable for those with moderate exposure, and for children who had the lowest
levels of skills prior to viewing the program.

X One study found that at 30 months, watching Dora the Explorer, Blue's Clues, Arthur,
Clifford, Dragon Tales, or Sesame Street was associated with better language development.
For decades, many cable television channels have focused on producing educational
programming for kids. Some of the most popular kids programs combine entertainment and
education into an appealing whole. Instead of talking down to kids, the best of these shows
challenge their viewers with fascinating concepts and ideas. Kids TV attracts some of the most
talented creators working in modern television. Many globally celebrated TV writers and
producers learn their craft through childrens television. Indeed, talents like Fred Rogers and Jim
Henson proved that childrens entertainment is compatible with artistry.

Many children have used television to learn critical counting, reading and problem solving skills.
By making learning fun, educational shows inspire many kids to learn important new concepts
without conscious effort.

Children's Attention Problems: The research findings, however, are inconclusive, with
researchers disagreeing about whether television viewing is an important contributor to attention
problems in children. On the one hand, studies have found that the more television children
watch at young ages, the more likely these children are to have attention problems in later
childhood and adolescence. On the other hand, another recent study found no significant
relationship between amount of television viewing at age five and attentional problems at age
six.

Wholesome Entertainment For Families

Of course, not all outstanding kids shows are educational in nature. Just like their parents, kids
deserve to relax with wholesome entertainment. Critically acclaimed adventure shows make
great rewards for children who complete their homework assignments or chores. Simple rewards
like these are affordable tools for parents who have committed to teaching their families positive
behavior.

Modern programming is available to suit families of all different backgrounds and lifestyles.

Social Surrogacy Hypothesis

X Current research is discovering that individuals suffering from social isolation can employ
television to create what is termed a parasocial or faux relationship with characters from their
favorite television shows and movies as a way of deflecting feelings of loneliness and social
deprivation.[1] Just as an individual would spend time with a real person sharing opinions and
thoughts, pseudo-relationships are formed with TV characters by becoming personally invested
in their lives as if they were a close friend [1] so that the individual can satiate the human desire to
form meaningful relationships and establish themselves in society. Jaye Derrick and Shira
Gabriel of the University of Buffalo, and Kurt Hugenberg of Miami University found that when
an individual is not able to participate in interactions with real people, they are less likely to
indicate feelings of loneliness when watching their favorite TV show.[2]
 xThey refer to this finding as the Social Surrogacy Hypothesis.[1] Furthermore, when an event
such as a fight or argument disrupts a personal relationship, watching a favorite TV show was
able to create a cushion and prevent the individual from experiencing reduced self-esteem and
feelings of inadequacy that can often accompany the perceived threat.[1] By providing a
temporary substitute for acceptance and belonging that is experienced through social
relationships, TV helps to relieve feelings of depression and loneliness when those relationships
are not available. This benefit is considered a positive consequence of watching television, as it
can counteract the psychological damage that is caused by isolation from social relationships.

Educational advantages

Main article: Educational television

X Several studies have found that educational television has many advantages. The Media
Awareness Network, explains in its article, The Good Things about Television,[3] that television
can be a very powerful and effective learning tool for children if used wisely. The article states
that television can help young people discover where they fit into society, develop closer
relationships with peers and family, and teach them to understand complex social aspects of
communication.[4] Dimitri Christakis cites studies in which those who watched "Sesame Street"
and other educational programs as preschoolers had higher grades, were reading more books,
placed more value on achievement and were more creative. Similarly, while those exposed to
negative role models suffered, those exposed to positive models behaved better.[5]

X Some scholars [18] have claimed that the evidence clearly supports a causal relationship
between media violence and societal violence. However other authors[19][20] note significant
methodological problems with the literature and mismatch between increasing media violence
and decreasing crime rates in the United States.

X A 2002 article in Scientific American suggested that compulsive television watching,

television addiction, was no different from any other addiction, a finding backed up by reports of
withdrawal symptoms among families forced by circumstance to cease watching.[21] However
this view has not yet received widespread acceptance among all scholars, and "television
addiction" is not a diagnoseable condition according to the Diagnostic and Statistical Manual -IV
-TR.

X A longitudinal study in New Zealand involving 1000 people (from childhood to 26 years of
age) demonstrated that "television viewing in childhood and adolescence is associated with poor
educational achievement by 12 years of age".[22] The same paper noted that there was a
significant negative association between time spent watching television per day as a child and
educational attainment by age 26: the more time a child spent watching television at ages 5 to 15,
the less likely they were to have a university degree by age 26. However recent research
(Schmidt et al., 2009) has indicated that, once other factors are controlled for, television viewing
appears to have little to no impact on cognitive performance, contrary to previous thought.[23]
However this study was limited to cognitive performance in childhood. Numerous studies have
also examined the relationship between TV viewing and school grades.[24]
X HoMuch research suggests that television viewing is related to a host of negative outcomes in
children. Studies have found that television viewing is associated with aggression, a "desensitization" to
violence, and increased fear (Wilson et al., 1997). Given that children's exposure to television is
inevitable, parents may wonder what they can do to protect their children from experiencing these and
other negative effects.wever a more recent article by Christopher Ferguson, Benjamin Winegard,
and Bo Winegard cautioned that the literature on media and body dissatisfaction is weaker and
[26]
less consistent than often claimed and that media effects have been overemphasized.

Similarly recent work by Laurence

Steinbrerg and Kathryn Monahan has found
that, using propensity score matching to
control for other variables, television
viewing of sexual media had no impact on
teen sexual behavior in a longitudinal
analysis.[27]
X Many studies have found little or no effect of television viewing on
viewers[28] (see Freedman, 2002). For example a recent long-term
outcome study of youth found no long-term relationship between
watching violent television and youth violence or bullying [29]
X On July 26, 2000 the American Academy of Pediatrics, the American Medical Association,
the American Psychological Association, the American Academy of Family Physicians, and the
American Academy of Child and Adolescent Psychiatry stated that "prolonged viewing of media
violence can lead to emotional desensitization toward violence in real life."[30] However,
scholars have since analyzed several statements in this release,
both about the number of studies conducted, and a comparison
with medical effects, and found many errors (Block & Crain,
2007; Freedman, 2002)
X Television is still an important medium for children and they use television actively.
However, while children regard it primarily as a source of entertainment (see Buckingham, 1996:
Livingstone 2002), many parents often see media, particularly for young children, as an
important educational tool that can assist childrens intellectual development (see Rideout et al
2003: 12). In a recent American study, only 38% of parents believed that television mostly
helped childrens learning, but they were relieved to make use of media, because they saw
advances in the educational quality of media content (Kaiser Foundation: 2006: 32). In focus
groups almost all parents pointed to learning as one of the biggest advantages of television, and
observed their children learning from television (ibid.). Buckingham and Sefton-Green, writing
about the Pokemon phenomenon, point to the potential pedagogic value of non-educational
programmes for children as well (i.e. those not particularly produced for educational aims), that
show children how to learn (2004). They argue that education should be distinguished from
learning (ibid.: 29). Children can learn skills from popular culture (e.g. Pokemon) such as how to
behave, what to want and to feel and how to respond (p. 28). This type of learning is
distinguished from official educational knowledge. Viewed from this perspective the learning
that takes place via television makes it one of the major players in the socialization process
alongside more traditional socializing agents such as the family, school and peer groups
(Signorielli & Morgan 2001: 333), reflecting societys values and culture (Takanishi 1982: 99).

In this review, the educational impact of television is related to a certain official curriculum
while the learning impact of television has a broader meaning encompassing the socialisation
process and how children develop their understanding of television. In general most of the
studies that look at the educational impact of childrens programmes originate in the US. They
focus predominantly on educational programming (particularly Sesame Street) aimed at children
aged three to five and the extent to which these programmes promote school readiness and
academic skills. As a result, there is very little existing research concerning the potential
beneficial impact of childrens entertainment programming, and even less research that relates to
British experiences and British programmes, where the categories of education and entertainment
are often blurred (Close, 2004: 10). Finally, there is very little research on the potential beneficial
impact of television, either generally or educationally, on older children.

Understanding how children develop televisual literacy

Children do not perceive television in the same way that adults do, and develop televisual skills
step by step in line with their cognitive development. Age and linguistic maturity determine how
a child will respond to and engage with TV. According to Piaget children experience four stages
of cognitive development, which can be applied to television (Piaget, 1969; Lemish, 2007).
Children under two experience a sensory-motor stage, where their senses and actions show
them that objects on television feel differently to those experienced in real life (see Lemish,
2007: 39). During a pre-operational stage between 2 and 7 when they are acquiring language,
they develop representational thinking skills, which allow them to talk about their experience of
television. Between 7 and 12 (the concrete operational stage), children begin to engage in
abstract thought which allows them to understand the mediums codes and conventions
sufficiently to follow storylines. They develop levels of perception (televisual literacy), which
allow them to understand the chunks and segments that constitute a television programme and
how they are linked (Signorielli, 1991: 28). From the age of 12 children are assumed to
understand television in a similar way to adults (See Lemish: 2007: 39; also Hodge and Tripp,
1986: 80-81).

Media literacy shifts the focus of study from television effects to what children can do with
television and other media. Under Section 11 of the Communications Act 2003, regulatory
authority Ofcom has a duty to encourage others to bring about a better public understanding of
the nature and characteristics of electronic media content and the processes and systems by
which it is delivered. Ofcom defines media literacy as the ability to access, understand and
create communications in a variety of contexts without which peoples ability to participate in
society is greatly curtailed (Ofcom, 2006:2). Media literacy comprises 1) the ability to use a
range of media and be able to understand the information received, 2) the ability to analyse the
media contents/information critically, 3) the ability to create video and audio content, and 4) the
ability to control and judge what kinds of content should be avoided. Viewed from this
perspective children are perceived as active rather than passive media users, capable of
developing media literacy skills just as well as the traditional literacy skills of reading and
writing (Huston & Wright, 1997)i.

i
For example, if a child cannot read or spell, she/he may not be able to understand the onscreen instructions for
interactive TV programmes.

Children develop different types of media literacy as they grow up. Today children start experiencing
television almost from birth even if it is just on in the background, (see Rideout et al 2003: 12). As
children mature, television viewing increases due to increased comprehensibility. Anderson and Pempek
established that children aged 12 to 24 months paid higher levels of attention to Teletubbies, a
programme specifically designed for them, than to Sesame Street, a programme targeted at older
children (2005: 510). This act of paying attention was part of the process of developing cognitive skills.
They state that

It appears that videos and TV programs that are directed at infants and toddlers can gain high
levels of sustained attention In the case of infants and toddlers, if comprehension is minimal,
attention to television by very young children may be purely reactive due to frequent elicitations
of the orienting reaction by visual and auditory change. On the other hand, programmes that are
directed at them may be comprehensible and, thus, reflect higher cognitive processing (Ibid: 509).

Teletubbies is a good example of a programme that attracts high levels of active attention with singing,
dancing, pointing, imitating behaviours, speaking back to the television and generally reacting
enthusiastically with great joy (Lemish, 2007: 46 citing research that first appeared in Televizion, 1999,
12/2).

Young children start to understand television from an early age. As they mature they learn to draw
distinctions between their own world, what is shown on television and whether it is true to life. In a
three-year British study of five year olds in a large urban school, Gosling and Richards established that
children could talk about what was real in television programmes, and some showed understanding of
televisions basic technical processes. These studies illustrate the extent to which children (from infants
to preschoolers) gradually develop their televisual literacy.

While younger children acquire basic skills, older children can become critical viewers, using television
to construct identities for themselves and distinguishing themselves from other children. In a study of
how childrens television tastes develop, Davies et al conducted interviews with children and found that
the act of classifying programmes served as a means of social self-definition:

For example, when a group of Year 2 [6-7 year-old] boys collapsed into laughter at the mention of
Teletubbies, they were clearly distancing themselves from the younger audience for whom the
programme is designed - and from the girls in their class who had appropriated its cuter aspects.
Similarly, when a group of Year 2 girls covered their ears every time football was mentioned, they
were self-consciously constructing their own girlishness by rejecting the male world of football
(2000: 8).

The description above shows how children aged 6-7 have already developed gender identities and are
able to categorise programmes through their own distinctive tastes. In a similar vein, Buckingham points
out that the ability of older children to exercise critical judgements on programmes serves particular
social purposes connected with their developing media literacy:

They enable children to present themselves as sophisticated viewers, who are able to see
through the medium, and hence to differentiate themselves from those who (by implication)
cannot. Critical discussions of the media therefore provide important opportunities for identity
work- for laying claim to more prestigious or powerful social identities (2003: 109).
In summary then, children gradually develop different types of skills through watching television. Over
time they learn how to understand television, but may not perceive it as adults do. Understanding what
children can and cannot do with television and how they perceive it is therefore essential for examining
how it impacts their lives. As children acquire more experience of television, their ability to comprehend
its content and translate those meanings into learning increases.

Television and young childrens language acquisition

Several studies have shown how young childrens language acquisition can benefit from television.
However, this seems to be limited primarily to age appropriate programmes with specific educational
purposes for 3-5 year olds (Cross, 2004: 16; Lemish, 2007: 157).

In one study it was found that babies and toddlers who watched Sesame Street learned vocabulary,
concepts (shapes, colours) and could identify letters and numbers, particularly if they were aided by
parents (Lemish and Rice, 1986). In a study of infants and toddlers television viewing and language
outcomes by Linebarger and Walker (2005), it was shown that some pre-school programmes, but not all,
can lead to larger vocabularies and higher expressive language (word production) scores among younger
children under 30 months.i Some programmes, such as Blues Clues, and Dora the Explorer, which
include on-screen characters talking to the child, encourage participation, label objects and invite
children to respond, were positively related to expressive language production and vocabulary (2005:
639). Programmes such as Arthur and Clifford, which had a strong narrative, were visually appealing, and
contained opportunities to hear words and their definitions, also appeared to support language
acquisition. They found for example that:

1. Combined viewing of Arthur and Clifford was related to 8.60 more vocabulary words at 30
months as well as an increase in the vocabulary growth rate of 0.61 words per month when
compared with non-viewers.
2. Combined viewing of Blues Clues and Dora the Explorer resulted in 13.30 more vocabulary
words at 30 months as well as an increase in the rate of growth in vocabulary words of 1.35
words per month compared with non-viewers.

As with vocabulary, the relationship between certain programmes and expressive language production
(the frequency of child communicative behaviours such as gestures, vocalizations, single and multiple
word utterances during a six minute period) were different for different programmes (2005: 637).
Combined viewing of Arthur and Clifford and of Blues Clues and Dora the Explorer resulted in more
single and multiple word utterances at 30 months when compared with non viewers (2005: 637).

In an overview of the literature, Naigles and Mayeux (2001) found that in certain circumstances children
can learn words and their meanings from educational programmes specifically designed for them. At the
most basic level children under two frequently or occasionally call attention to objects on screen, they
ask questions and can be very attentive to an engaging programme: laughing at appropriate points and
repeating parts of the ongoing dialogue (2001: 136). Singer and Singer (1981) found a modest
relationship between the amount of educational television viewed by pre-school children and their use
of commands and exclamations in spontaneous speech (in Naigles and Mayeux, 2001: 139). Although
there is not much evidence to suggest that educational programmes help children to learn grammar,
there is evidence to suggest that they can learn something about the meaning of words from
educational programmes (lexical development word diversity), which are designed with word learning
in mind (ibid: 141).

In a longitudinal study of children and Sesame Street, the parents of children aged 3 or 5 years of age
kept diaries of their childrens viewing over a 2.5 year span so that the degree of childrens vocabulary
growth could be assessed (Rice et al 1990). This study revealed that the younger children (aged 3) who
watched more Sesame Street between the age of 3 and 5 had greater vocabulary growth than those
who watched fewer hours. Children aged 3 scored higher on school readiness, reading, number skills
and vocabulary, if they were regular watchers. However, viewing at five did not predict vocabulary
scores at seven, suggesting an early window of opportunity where the effects of educational television
are strongest.

In a further study, Singer and Singer (1998) investigated the extent to which pre-schoolers can learn
unfamiliar nouns from Barney and Friends. Those children who watched 10 pre-selected episodes of the
show over 2-3 weeks in a day care setting showed gains in their vocabulary to produce correct
definitions compared to those children who did not watch the same Barney episodes. The gains were
even larger if children participated in 30-minute lessons about the episodes after viewing (1998: 330-
31), suggesting that the learning experience from television is enhanced through adult involvement (see
also Close, 2004: 15). The finding that age-appropriate educational television for 3 to 5 year olds
encourages the comprehension (receptive vocabulary) of spoken words was also established by St
Peters et al (1989).
In another longitudinal study by Wright et al (2001) on the impact of educational television on the
school readiness and vocabulary of 240 children aged 2 and 4 years from low-income families over a
three year time span, it was established that children who watched Sesame Street between the ages of
two and three gained in pre-academic skills. Children who watched educational television frequently
when they were two and three years old performed better on the language tests (PPVT, Bracken school
Readiness Scale, Woodcock-Johnson word subtest and applied problems subtest) at aged three than did
those who were not frequent viewers (Wright et al 2001: 1356). This contrasted with children aged
three who watched more general-audience programmes and who by ages four and five showed lower
skills in school readiness and vocabulary tests (Ibid: 1357). Viewing at 4 yrs did not significantly affect
scores later, which reinforces the notion of an early window of opportunity.

Based on an overview of predominantly US research, the benefits of television for language

development in pre-school children in certain circumstances are further confirmed in a literature review
for the National Literacy Trust in Britain. The review draws the conclusion that

Given the right conditions, children between the ages of two and five may experience benefits
from good-quality educational television. For this group of children there is evidence that
attention and comprehension, receptive vocabulary, some expressive language, letter-sound
knowledge, and knowledge of narrative and storytelling all benefit from high-quality and age-
appropriate educational programming (Close, 2004: 4)

But in keeping with the earlier American review, the literature has not established whether children
develop grammar, phonological awareness and knowledge of literacy from viewing this type of
programming. Some educational programmes appear to be beneficial and helpful in developing
childrens linguistic skills, but this depends on the quality of programmes and whether they are age
appropriate (see Linebarger & Walker 2005: 642).

In the UK, some of the findings relating to language development seem to be confirmed by parental
observations. A British study of young childrens use of popular culture, media and new technologies
found that parents of children under six were very positive about the educational benefits of high
quality childrens television for pre-schoolers with 79% of respondents agreeing or strongly agreeing
that television helped their childs language development (Marsh et al 2005: 33). Parents confirmed that
their children were actively engaged with television content for some of their viewing time, with
singing, dancing, copying characters actions, shouting out answers and role-playing stories constituting
some of the more popular activities (Marsh, 2005: 27) . In relation to language development and
television, parents confirmed that their children learned the following in line with the curriculum for the
foundation stage in England:

to use words, gestures, simple questions/statements;

to listen to nursery rhymes, stories and songs, joining in with repeated refrains;
to enjoy listening to and using spoken language
to sustain attentive listening, and respond
to extend vocabulary, exploring meaning and sounds of new words
to use language to recreate experiences
to use talk to clarify thinking, ideas, feelings and events
to link sounds to letters
to begin to be aware of the way stories are structured

(Marsh et al 2005: 35).

The studies outlined above show that under certain conditions television can offer opportunities for
language learning among young children, but more research is required on specific effects and causal
relationships.

Positive and long-term effects of educational television (reading,

writing, school-readiness)

The previous section examined very specific skills related to linguistic development. This section
examines educational televisions long-term effects on academic achievement. There is strong evidence
that age-appropriate educational television has positive effects on childrens development.

Much of the work carried out in this area relates to Sesame Street, a programme, originated in 1969 by
the Childrens Television Workshop (CTW), a non-profit subsidiary of National Educational Television in
the US. This brought producers and writers together with child psychologists and educators to create an
entertaining programme that was also guided by detailed research and curricular goals from the start
(Morrow, 2006: 5). Sesame Street was designed to prepare children for school by encouraging
knowledge and skills that improved vocabulary, numeracy, the use of language and understanding of the
world around them (see Gunter and McAleer, 1997: 57). Each show had to demonstrate that it could
hold the attention of its young audience (ibid.), and formative and summative research was used to
improve the effectiveness of the programmes curricular goals (Morrow, 2006: 77).
Quite early on Sesame Street was found to have beneficial effects (Ball and Bogatz, 1970; Bogatz and
Ball, 1971). Among 3-5 year olds who were heavier viewers of the programme, an increase in skills
relating to the alphabet, numbers, body parts, shapes, relational terms and sorting and classification
was noted, regardless of age, sex or socio-economic status, and native language. In a follow-up study in
the second year of a subset of children who had started school (Bogatz and Ball 1971), it was found that
children who had watched the programme frequently were better prepared for school than non or low
viewing children. Improvements in cognitive skills relating to literacy and maths were also evident in
research into international co-productions of Sesame Street in Mexico, Turkey, Portugal, and Russia (cit.
in Fisch, 2005: 10). Later studies have confirmed the data about educational achievements (letter
recognition, story telling) and school readiness from Sesame Street, particularly among low income
families (Zill, 2001).

A quarter of a century later the long-term effects of the show also became evident, with stronger
educational performance by school students who watched the show as small children (Anderson et al,
2001). In a re-contact study, it was established that 570 high school students who had watched Sesame
Street as young children achieved higher grades in English, Mathematics, and Science in junior high or
high school, particularly among boys. They read more often, had higher academic self-esteem, and
valued academic performance more highly (Anderson et al, 2001;Huston, et al, 2001). This suggests that
those who watch educational programming enter school with learning skills that make them more
interested and motivated learners, which sets them up for academic success (Anderson et al, 2001).

More recently Nickelodeons Blues Clues has also been successful in meeting educational goals for its 3
to 5 year old audience, who outperformed non-viewers in non-verbal skills and problem-solving ability.
Their carers rated them as better at solving problems and more pro-social compared to non viewers as
well (Anderson et al, 2000). Programmes like Blues Clues and Dora the Explorer in particular invite
children to actively solve problems and communicate while they watch.

Other studies have also shown that a wide variety of US educational programmes for children on PBS
can enhance older childrens skills and knowledge in language and literacy (Between the Lions; The
Electric Company), mathematics and problem solving (Square One TV, Cyberchase) science and
technology (3-2-1 Contact, Bill Nye the Science Guy) and current affairs (see Fisch: 2005: 11-12). British
researchers have also established that pre-teens and teenagers can learn from science broadcasts,
which may enhance their ability to recall scientific facts and their comprehension (cit. in Gunter and
McAleer, 1997: 58-59)
The value of comparing early viewing of Sesame Street with school performance later is that not all
children were exposed to the programme when it first started in 1969, therefore allowing more
effective comparisons between viewers and non-viewers. In a recent study by the University of Chicago,
Gentzkow and Shapiro suggest that children who watch television perform marginally better at school
(2006). In order to test their hypothesis, the researchers examined whether the introduction of
television in the 1940s resulted in a decrease in educational achievement. They looked at the
educational achievements of students aged 11, 14 or 17 in 1965, who were pre-schoolers in televisions
early years. They found that pre-schoolers who watched television performed marginally better in
reading and general knowledge at school with non-whites, those where English was a second language
and those with poorly educated mothers gaining the most.

In a study of Barney & Friends by Jerome and Dorothy Singer (1998), the effectiveness of this television
series for preschool children was evaluated. Children in a US day care centre aged 2 to 7 watched the
same episodes over two weeks and were interviewed. The findings showed that

1) Nearly two thirds of the children could report accurately what they had seen,
2) About 55% of the children also managed to mention some characters,
3) Sometimes children demonstrated evidence of new words in their vocabularies relating to a
specific episode.

Episodes were chosen which reflected certain variables: cognitive, physical health, emotional, and social
attitudinal featuresi (Ibid: 313). In the first study, 121 white middle class children were divided into four
groups. The first group viewed the series over two weeks, with each episode followed by a lesson
connected to the programmes message. The second group watched without follow up lessons. The
third group did not watch the programme but received a lesson, and the fourth group neither watched
the programme nor received a lesson. The strongest gains were by those children whose viewing was
combined with a follow-up lesson, followed by those who just watched the video and those who just
received the lesson. Singer and Singer concluded;

It is evident that our pooled estimate of the didactic value of each episode in the area of cognitive
skills (e.g. vocabulary, counting, numbers, shapes) is a striking predictor of what 3 and 4 year olds
will retain and verbalize from an episode just viewed The evidence was very clear from this
study. We found periods of concentrated group attention throughout more than 60% of the time
in the half hour episodes. Rating by observers indicated many signs of open enjoyment, smiling,
and laughing about 70% of the time as the children watched the episodes Singing along with
some of the songs was common for a great many children during the musical episodes (1998: 326-
7).
In a second phase, Singer and Singer sought to establish whether the same effects were evident among
children from different ethnic groups and lower socioeconomic status. Children in day care settings in
five regions of the US were split into different groups in order to establish the effectiveness of Barney &
Friends for enhancing childrens cognitive skills (e.g. vocabulary, counting, numbers or shapes). The
groups were divided as follows:

1. Experimental Group A: Viewing of the 10 Barney & Friends episodes over a 2 week period, but
with viewing followed by a teacher lesson or set of exercises augmenting the material
included in the episode.
2. Experimental Group B: Viewing of the same 10 Barney & Friends within a 2 week period with no
teacher follow-up.
3. A control group that received no special treatment

They also analysed teaching plansi (e.g. vocabulary, what children thought about what they saw and
other skills), integrated with the episode (1998: 331). Again they found that the viewing-plus-teaching
group made the strongest educational gains in terms of vocabulary, social attitude, and civility, with no
consistent significant gains by the group that simply watched the programme. Experimental Group B
followed them in areas of vocabulary, social attitude and civility, nature, and awareness of health. The
study suggests that a combination of viewing and follow-up teaching is a more efficient way of teaching
knowledge and skills to young children, than simply watching the television show without any follow-up.
It also suggests that content is important for teaching specific issues, and that well-planned and
appropriate-aged educational programmes play an important role in childrens academic achievement.
A study of the use by teachers of the educational programme Look and Read in Britain in the 1980s, also
confirms that programmes are most successful in achieving their academic aims if there is relevant
follow up work in class (cit. in Gunter and McAleer, 1997: 180)

Although there are few studies that correlate watching pre-school television with educational
achievement in Britain, recent work by Marsh with parents of pre-school children revealed that parents
were generally very positive about the role of media in their young childrens social, emotional,
linguistic and cognitive development (2005: 5). Although the research does not examine the
educational effectiveness of pre-school childrens favourite programmes (Tweenies, Balamory, Big Cook,
Little Cook, Dora the Explorer, Scooby Doo, Bob the Builder, The Fimbles, Noddy, Come Outside,
Teletubbies), parents were able to give examples of what they think their children have learned linked to
the Foundation Stage Curriculum including:
 Mathematical development: willingly attempt to count, recognise numerals 1 to 9, recognise
and recreate simple patterns, and begin to use mathematical names for shapes.
Knowledge and Understanding of the world: find out and identify some features of living things,
objects and events and also some features in the place they live and in the natural world; ask
why things happen and how things work; begin to operate simple equipment; begin to
differentiate between the past and present; find out about events; gain awareness of the
cultures and beliefs of others.
Physical development: movement with control and coordination (songs and dance actions);
show awareness of healthy practices (brushing teeth, and washing hands); recognise the
importance of keeping healthy (safety/road issues).
Creative development: response to sound with body movement (dance and sing); recognise how
sounds can be changed, sing simple songs; match movement to music, make constructions,
drawing and dances; explore colour, texture, shape and space and form in two or three
dimensions (making models); and use their imagination in art, design, music, dance, imaginative
role play and stories.

(2005: 35-36)

The same study surveyed early years practitioners who showed generally positive attitudes toward the
role of media and popular culture in young childrens lives (Marsh, 2005, 6, 60). 92% of practitioners
surveyed agreed or strongly agreed that children learn from television, 67% disagreed that it is harmful
for childrens language development, although 83% felt that children watched too much (ibid: 48).
Action research where practitioners were encouraged to use popular culture such as Bob the Builder or
Finding Nemo as learning materials, was found to have a significant impact on childrens oral
development, especially for children who speak English as an additional language (Marsh et al 2005: 69).
Older children can also benefit from watching television in a classroom setting. As Davies points out, the
presence of a teacher watching with them, who is able to stimulate and share in the discussion, shows
how much an interested adult can contribute to childrens experience of watching television (see
Messenger Davies, 1989: 126).

A study that looked at how young school children engaged with the phenomenon of Pokemon illustrated
the ways in which they can participate more effectively in traditional school-based literacy practices if
they are given more opportunities to exhibit the knowledge and skills they have acquired from their own
interests such as Pokemon (Bromley, 2004). Allowed to engage with Pokemon as a group in class,
Bromley found that children become very creative in writing their own stories, or a child who had never
had social status in the classroom gained confidence by his peers acceptance and appreciation of his
wide knowledge of Pokemon (Bromley, 2004: 223). In a climate where children have to follow teacher-
led models for literacy and numeracy with little recognition of their interests, Bromley suggests that
children should be given more opportunities to exhibit their knowledge and skills (Ibid). If educators had
more flexible attitudes towards popular culture, they could use some elements to create educational
material, and also enhance childrens media literacy as well as traditional forms of literacy (Bromley
2004; Marsh et al 2005).

Although very young children can and do learn from educational television, some programmes are more
effective than others. Factors which raise this effectiveness include: the use of appealing elements such
as humour; the use of age-appropriate topics and language; handling educational content in ways that
are clear, direct and explicit; focusing on a small number of ideas in one episode and employing
repetition; using action-filled visuals and characters with whom children can identify; encouraging
children to actively engage in the content themselves through viewer participation and motivating
children to carry their learning forward (see Fisch, 2005: 13; also Lemish, 2007: 173).

By contrast there have been very few studies which investigate older childrens learning from television
(Huston et al, 2007: 59). This may be due to older children being less receptive to educational television
as they grow older, but it is also driven by the funding available for research into the effects of
educational television on preschoolers in America. Educational television may also play less of a role
once children enter school. Compared with younger children, older children prefer more complex
programmes including drama, and programmes that feature verbal humour and relationships (Ibid),
which means that they also become more drawn to adult programming. Likewise there is very little
research on children under 3 years, partly because of the difficulties of getting responses from very
young children. However, in general it seems that educational television used in the right context can
enhance learning.

Television and pro-social behaviour

While there have been many studies of the academic effects of educational television, there have also
been studies that show that viewing of pro-social television programmes can result in positive changes
in childrens social behaviour including increases in altruism, helpfulness, generosity, and other social
skills (Gauntlett, 2005: 55). Other skills associated with pro-social behaviour include self-control, delay of
gratification, sympathy and empathy for others, learning to persist in a task, and reduction of
stereotypes. As Gunter and McAleer point out, Television programmes contain many examples of good
behaviour, of people acting kindly and with generosity. It is equally logical to assume that these
portrayals provide models for children to copy, too (1997: 117).
However, the research is rather limited and dominated by US educational programmes such as Sesame
Street and Mister Rogers Neighbourhood aimed at pre-schoolers which are made for explicitly and self-
consciously pro-social purposes rather than more general programming that also targets older
children (Gauntlett, 2005: 79). Gauntlett points out that few researchers have tried to examine the
effects of regular programmes, where positive effects are not the main aim (ibid). As a consequence
thousands of programmes, such as super-hero cartoons or live-action programmes, which are not
deliberately pro-social, but may feature good, moral heroes, or friends and families caring for each
other, or any other ruminations about how best to go about life have been ignored (Ibid.; also Hogan,
2001: 666).

In the case of Sesame Street, early studies in the 1970s showed that, in addition to teaching intellectual
skills, regular and sustained viewing of the show also promoted friendship and other pro-social
behaviour, including more positive attitudes towards children from other races (Bogatz and Ball, 1971).
According to Lesser (1974: 225), children who were regular viewers of the show were rated more highly
by teachers for their relationships with other children and for their school readiness than children who
did not see the show. Studies of Mr Rogers Neighbourhood over time also showed that children
improved pro-social skills such as persisting with tasks, assisting others, and being more cooperative
after watching episodes where characters helped others (cit. in Lemish, 2007: 83; also Gunter and
McAleer, 1997: 124)). The positive effects were stronger if accompanied by follow-up activities (see
Mares and Woodward, 2001: 194). This pro-social tradition is continued by more recent shows such as
Dora the Explorer, which introduce children to different cultures.

More convincingly, in a recent study of US children in Grades 2 to 6, children were asked to note down
the lessons they learned from watching pro-social and educational television on the public network PBS
and Nickelodeon (Calvert & Kotler: 2003). Children in this study reported that they learned social-
emotional (pro-social) lessons, followed by informational lessons, physical/well-being lessons and
cognitive skills lessons from their viewing (Ibid: 303-4). Retention of these lessons occurred more often
when children watched educational programmes than entertainment programmes (2003: 325). In a
similar vein teenage-targeted drama shows like the Canadian Degrassi Junior High have been shown to
raise viewers awareness of relevant issues (drugs, alcohol, relationships) and to reflect on these (Singer
and Singer, 1994).

In a 1982 study of the drama Freestyle in the US, Johnston and Ettema found significant reductions in
gender stereotypes among 7,000 children aged 9 to 12, who watched 26 episodes of the series designed
to change sex-role stereotypes. Questionnaires administered before and after viewing found that boys
became more accepting of girls participating in roles and sports that were traditionally considered male
(mechanics, engineers), and girls became more interested in these. As with pre-school programming
(see Singer and Singer, 1998), the effect was more pronounced if it was followed up by classroom
discussions with teachers, typically doubling changes in attitudes and beliefs (Johnston and Ettema,
1982; also Mares and Woodward: 2001: 195). Other programmes that have been found to break down
stereotypes include Nash Maalo (Our Neighbourhood), a project designed to encourage mutual respect
and understanding in multi-ethnic Macedonia (cit in Lemish, 2007: 140). In Britain, research on Rainbow
conducted with primary school children in the early 1980s showed that an episode where a mother
went out to work and the father stayed at home produced a substantial short-term shift away from
traditional stereotypes about domestic roles, but less change in beliefs about occupations (Durkin, 1983,
cit in Gunter and McAleer, 1997:80).

In this study parents were able to identify examples of pro-social behaviour learned from television,
which linked to statements from the foundation stage curriculum:

maintaining attention, and learning to sit still

being sensitive to the needs and views of others (e.g. manners, sharing)
developing respect for different cultures including their own
to value and contribute to their own well-being and self-control
to understand agreed values and codes of behaviour, how to behave
to have an awareness of behavioural expectations
to understand what is right and what is wrong
to dress independently and manage their own personal hygiene
to understand that people have different needs, views, cultures and beliefs that need to be
treated with respect
Moreover, pro-social effects also occur from programmes which are not educational. For example,
Animal Hospital/ER types of programmes can teach children the ethics of care, especially when children
see suffering animals (Hill 2005). In a similar vein, children who watched anti-social behavior in the BBC
childrens school dram Grange Hill learnt pro-social behaviour. According to Davies:

After school, television is seen as something which helps children to relax and unwind. It keeps
them entertained without their having to make much of an effort. It is entertainment for children
on weekend mornings, keeping them company while mum and dad are still in bed. Cartoons have
a particular role within childrens (5-9 years) television viewing. They are short, easy to dip in and
out of, fun, funny (they make children laugh), and exciting (the thrill of scary good) Children
find cartoons both stimulating (action, colour and music), and relaxing (they require little effort to
watch). They have a simple content which is easy to follow (Chambers et al 1998: 39).

As they get older this applies particularly to drama. They can learn about secondary school, for example,
from realistic soaps like Grange Hill (Davies 2001). Dramatic characterisations and plots can show
children how to deal with other people, solve personal problems, make friends and get on in life (see
Gunter & McAleer, 1997: 20).
In this respect drama can be a major source of social learning where they learn about themselves and
about life. However, according to Buckingham, childrens involvement with drama is complex:

In watching television, older children also develop critical thinking, about what they like and dont like,
becoming more sophisticated viewers in the process (Buckingham 1996 :132; Hill, 2004). According to
Buckingham this process of engaging in critical viewing practices is part of the process in which they
construct their own identities:

children inevitably become aware of critical perspectives on the media as part of their everyday
experience. Judgements about whether television is or is not realistic, for example, are part of
the stock in trade of most viewers discussions of their favourite programmes. To some extent,
this can be seen as a function of childrens general cognitive development critical discussions of
the media therefore provide important opportunities for identity work- for laying claim to more
prestigious or powerful social identities (2003: 109).

In the case of school children, television programmes which are not specifically produced for
educational purposes can teach them about society and its values. In evaluating programmes they are
developing their own identities and critical thinking skills.

On the other hand, it has been TV program and media sometimes have a positive influence on children behavior
whether it is education or entertainment. This effect has been attributed to observational learning in which children
imitate the behaviors of the models they observe. There is an experiment illustrates how children learned from
media for instance, Duncker (1938) showed children a film which the hero was eating and enjoying in food which
children was dislike. The result after watching the film was 67% of children accept the food in affirmative behavior.

Moreover, Carter has demonstrated that cartoon may be an enjoyment for children in their social lives. It is
suggested that TV program can produce excitement without causing disorder towards children. For example, the 'A'
team program is unrealistic although, it achieves pleasure (Sparks, 1992). The main gist of these points was to
display how children gain the beneficial from TV program and media.

Watching movies can be a fun activity that helps children and adolescents use their imagination and
curiosity to know more about different subjects. If your child enjoys watching movies, do not keep him
away from them. Instead, make movie watching a family affair! Take him to the video library and help him
pick out a movie that he will not only enjoy but also learn a lot from.
What types of movies should my child watch and Why?

1) Documentary Films

Movies need not be in documentary format to improve your childs knowledge. More often than not,
children perceive documentaries as dull and can see right through the ploy to educate them via
documentary films. Whether you approve or not, your child is definitely going to watch a multitude of
movies in his life. Instead of forcing your child to watch movies that you approve of, it is more prudent to
teach your child to question and glean knowledge from the movies that he enjoys watching. Curiosity on a
certain subject touched upon in the movie should be enough to want your child to know more about it in
the form of books, the internet or even documentaries.

2) Movies based on True Stories

A movie does not have to be based on a true story for it to be informative. Often, even movies that are
fictional, but based on a certain era or around a particular natural phenomenon, can increase your child's
knowledge about a certain subject. So if your child is studying weather or storms, watching a movie like
Twister, which is based on tornadoes; it can increase your child's knowledge and interest in the subject.
You can also discuss allied topics after watching the movie together, such as earthquakes, hurricanes,
tsunamis and so on.
Similarly, war movies are often based on wars that did really take place, so the discussion following a not-
very-gruesome war movie can turn into a history lesson. Talk about what caused the war, who won the
war in the end, what were the effects, and so on. If done correctly, your child may actually take out his
history textbook to check on some facts during your discussion!

3) Comedy, Romance and Family Movies

Just because movies of these genres are normally considered as pure entertainment and do not provide
knowledge that your child can use outright, does not mean that they are absolutely useless and should be
avoided. These genres of movies help your child learn about social behaviour and interactions. It will help
your child fit in and understand human mindsets. These kinds of movies expose your child to different
people that he may not get to meet in his day-to-day life. It will enable him to understand different kinds of
people, their ways, their lives, etc. However, do read up on the suitability of the movie for children before
letting your child watch the movie!

4) Crime and Suspense Thrillers

One childs laugh riot is another childs worst nightmare. Ascertain that your child is old enough to enjoy
this genre of movies before letting him watch them. Your child should be capable of enjoying the
suspense instead of imagining it happening to himself or his family. These movies educate your child that
bad people and things do happen in this world and they need to accept that. If watched in the right spirit,
these movies sharpen your childs mind and intellect. Discuss what is happening during dull parts of the
movie to help your child grasp the nuances of finding clues that lead to the final answer which is the end
of these movies. These movies will help ensure that your child is not easily outwitted by his peers and can
actually help him pick up his peers non-verbal cues and behaviours to decode what they actually mean.

5) Action Movies
Action movies are the coolest movies for most boys and girls. Watching action movies will motivate your
child to be fit and active. It will make them wish to learn self-defence and think of ways to protect their
friends and families. It will teach your child that it is never alright to just accept wrongs, but rather, one
must fight to ensure that wrongs are righted. Parents need to ensure that action sequences are watched
with the right mindset. Children need to be made aware that the stunts that the action heroes and villains
are carrying out are done in safe environments and with a lot of safety harnesses and ropes. Log onto
YouTube or other video sharing sites to show your child how stunts are actually carried out to make them
understand that they are not really as glamorous as they seem.

6) Fantasy and Animated Movies

These movies fire up your childs imagination. Do not be surprised if they start to knock on the backs of
their closets to see if a magical door opens up. We read them fairy tales so why not fantasy movies? This
is an important part of their childhood. Encourage their imagination but do not let them cross into the dark
side where everything is magical and secretive. Every child has an imaginary friend and these types of
movies help shape the character of their imaginary friends and in turn, their own. After all where would
most inventors be if they had not cultivated a vivid imagination?

7) Horror and Science Fiction

While science fiction helps cultivate an intellectual imagination and makes your child question rather than
just accept everything around him, hold off on these types of movies until your child is a teenager or at
least mature enough to understand these movies and is able to look up at them as just entertainment and
nothing more.

Arguments against televisi

on being a bad influence

Television is an easy and inexpensive way to ge t information. Television is the

most popular way

for Americans to get informed. A Pew Research

Center survey found that 53% of Americans get

their news from television. 90 percent of adults sa

id they watch television news either daily (63%)

or at least a few times a week (27%).



Television allows us to create a national cultur

e, because it gives people

something in common to

talk about.

Educational television can help

supplant some childrens missing e

ducational opportun

ities and put

children on a more equal playing field.

V-Chips can be used by parents to

block out objectionable programming.

TV can encourage reading. On shows like Sesame Street, books are heavily promoted, notes
Daniel Anderson, PhD, professor of psychology at University of Massachusetts. Plus, a child gets
interested in a character like Arthur, and he wants to read books about him too.
Kids who watch educational shows may do better in school. One study found that kids who
watched Sesame Street in the '80s did better academically in high school than kids who didn't.
Anderson speculates that these kids entered first grade with some basic knowledge, which
made them enthusiastic and confident about school. Getting off to a good start had a positive
effect on their entire academic experience.
 TV provides a window into world. For example, if your child has never seen an elephant or a
lion, watching a nature show about wild animals is a very effective way of learning about them,
notes Anderson.

Successful learners are considered active learners. Active learners are aware that

they are learning. That means, recognizing ones strengths and weaknesses and having the

ability to monitor ones understanding of th

e content. It also means constantly making

adjustments to support comprehension during the learning process. This active learning is

referred to as metacognition, or an awareness of how one thinks. Children can learn to

improve their metacognitive skills by making predictions, identifying failures to understand,

activating appropriate background knowledge, planning ways to remember important

content, and monitoring comprehension (Bransford et al., 2000). Successful educational

television programs will stimulate these same metacognitive skills. Programs designed to

aid literacy will support a childs competence in language development as he moves from

novice to expert.

X For the study, researchers recruited more than 200 children in the Kansas City area who were
from low- to moderate-income families. About 40% of the children were African-Americans,
and the rest were Hispanic and Caucasian Americans. During the 3-year study, which followed
children from ages 2 to 4 years, researchers tested the children and visited their homes every
year. The tests included reading, vocabulary, math, and school readiness.

"Children who watched educational programming particularly at age 2 and 3 performed

better on tests of school-related skills than children who did not watch educational television,"
says Huston. "Watching a lot of general audience programming was related to poor skills."

After controlling for the family environment, which included parents' education and family
income, researchers found that watching educational programs on television may indeed translate
to better skills.

Anderson points out that for children from low- to moderate-income families, such educational
programming is filling in parts of their childhood experience that they might not otherwise get.
"These children very often don't have other educational resources available in their homes, such
as age-appropriate books, and parents often don't understand the importance of reading to their
children and encouraging their children to read," says Anderson.

xA new study suggests that educational television programs are successful in broadening young
childrens knowledge, affecting their racial attitudes and increasing their imaginations, according
to a study published today in the November issue of Pediatrics, the official journal of the
American Academy of Pediatrics.

xResearchers say that it is heartening to see that educational programming has become a regular,
if small, part of broadcast offerings. Children can learn cognitive and social skills from such
programs if parents supervise what they watch.

Daniel Anderson, PhD, professor of psychology at the University of Massachusetts at Amherst,

Racial Attitude
There is evidence that educational television shows that
emphasize diversity can change childrens racial atti-
tudes. Gorn et al
24
found that multiracial inserts into
Sesame Street
changed the short-term intergroup attitude
of preschool children in Canada. In a 3-arm study, white
preschoolers watched
Sesame Street
episodes featuring
inserts with either white and nonwhite children playing
together in a familiar setting or only nonwhite children
playing in an ethnic setting. Children in the control
group watched the
Sesame Street
episodes without the
inserts. After watching the program several times in one
sitting, the subjects were asked to identify from photo-
graphs groups of children whom they would like to play
with. Children who saw the inserts were more likely to
select a photograph of nonwhite children, 71.4% of
those watching the integrated insert and 70.7% of those
watching the nonintegrated insert, compared with
33.3% of the children in the control group (
P
.01)

Imaginative Play
There is evidence that childrens imaginative play can be
affected by television content. Psychologists describe the
imaginativeness of childrens play as important for cog-
nitive development, shaping the ways children interact
with their environment. Friedrich-Cofer et al
25
found no
differences in imaginative play between children who
watched neutral films and children who watched
Mister
Rogers
. However, 3 other studies did find that television
viewing significantly increased childrens imaginative
play. Huston-Stein et al
22
Self-regulation

There is disagreement in the literature regarding the

effect of educational television viewing on childrens
ability to self-regulate their behavior. Behavioral out-
comes grouped under self-regulation include attention,
task persistence, impulse control, and tolerance of delay.
Friedrich-Cofer
25
found no difference in self-regulatory
behavior between children who viewed neutral films
and children who viewed prosocial programming (
Mister
Rogers
). Similarly, Tower et al
26
found no significant dif-
ferences in postviewing concentration among children
who viewed
Mister Rogers
,
Sesame Street
, or nature films.
Aggression

other trials have found no change in aggressive behavior

after television viewing. Potts et al
21
showed pairs of
preschool boys (ages 3.36.3 years) animated and live
television programs that varied in violent content (high
or low) and action level (high or low). The 73 boys
postviewing social behavior was then observed as they
engaged in free play with each other. Neither high vio-
lence nor high action had a significant effect on behav-
ior. Geist and Gibson
20
showed 62 children aged 4.1 to
5.6 years either an episode of
Mister Rogers
or an episode
of
The Mighty Morphin Power Rangers
. A control group
watched no television, instead playing with instructional
materials. After the treatment period, the children were
observed during free play for rough and tumble activ-
ity; again, no significant differences were observed be-
tween groups. Huston-Stein
22
also did not observe any
statistically significant differences in aggressive behavior
after the viewing of high-action cartoons.

In a recent study,two economists at the University of Chicago, Matthew Gentzkow and Jesse
Shapiro, came up with a different way to test the long-run impact of television on kidsby
reaching back to the distant past of the information age. When Americans first started getting
television in the 1940s, the availability of the medium spread across the country unevenly. Some
cities, like New York, had television by 1940. Others, like Denver and Honolulu, didn't get their
first broadcasts until the early 1950s. Whenever television appeared, kids became immediate
junkies: Children in households with televisions watched their boob tubes for close to four hours
a day by 1950. And these programs weren't educationalno Sesame Street or Dora the
Explorer. Nor were there any real restrictions on commercials during kids' shows (those came in
the 1960s and '70s). There wasn't the same level of violence on television, but in terms of kids-
oriented programming, Howdy Doody was about as good as it got.

The key point for Gentzkow and Shapiro's study is that depending on where you lived and when
you were born, the total amount of TV you watched in your childhood could differ vastly. A kid
born in 1947 who grew up in Denver, where the first TV station didn't get under way until 1952,
would probably not have watched much TV at all until the age of 5. But a kid born the same year
in Seattle, where TV began broadcasting in 1948, could watch from the age of 1. If TV-watching
during the early years damages kids' brains, then the test scores of Denver high-school seniors in
1965 (the kids born in 1947) should be better than those of 1965 high-school seniors in Seattle.
What if you're concerned about differences between the populations of the two cities that could
affect the results? Then you compare test scores within the same city for kids born at different
times. Denver kids who were in sixth grade in 1965 would have spent their whole lives with
television; their 12th-grade counterparts wouldn't have. If TV matters, the test scores of these two
groups should differ, too. Think analogously about lead poisoning. Lead has been scientifically
proven to damage kids' brains. If, hypothetically, Seattle added lead to its water in 1948 and
Denver did so in 1952, you would see a difference in the test-score data when the kids got to
high schoolthe Seattle kids would score lower than the Denver kids, and the younger Denver
kids would score lower than the older Denver ones, because they would have started ingesting
lead at a younger age.

From the 1966 Coleman Report, the landmark study of educational opportunity commissioned
by the Civil Rights Act of 1964, Gentzkow and Shapiro got 1965 test-score data for almost
300,000 kids. They looked for evidence that greater exposure to television lowered test scores.
They found none. After controlling for socioeconomic status, there were no significant test-score
differences between kids who lived in cities that got TV earlier as opposed to later, or between
kids of pre- and post-TV-age cohorts. Nor did the kids differ significantly in the amount of
homework they did, dropout rates, or the wages they eventually made. If anything, the data
revealed a small positive uptick in test scores for kids who got to watch more television when
they were young. For kids living in households in which English was a second language, or with
a mother who had less than a high-school education, the study found that TV had a more sizable
positive impact on test scores in reading and general knowledge. Evidently, Bozo the Clown was
better than we remember.

Dr Michael Gard and Prof Jan Wright say no scientific study has shown a clear link between children's
weight and the amount of television they watch, or how long they spend surfing the internet.

n a controversial new book to be published on Monday and entitled The Obesity Epidemic, Dr Gard and
Prof Wright reviewed 250 international scientific studies on obesity published over the last four years.
They report that much of what was said, particularly about childhood obesity, was based on weak or
contradictory evidence that ignored basic research standards.

preschool-age children pay more attention to

childrens programs than to commercials even
though commercials are more densely packed
with formal features

TV programs
Description
Network
Barney & Friends
Evoking a preschool setting, Barney the dinosaur teaches songs and dances to young
children. The show focuses heavily on pro-social themes of sharing, empathizing, helping
others, and cooperating.
PBS
Blues Clues
A human host encourages viewers at home to help solve a mystery with his dog friend,
Blue. The show is often repetitive and encourages interactivity by asking viewers to find
clues and solve puzzles.
Nickelodeon
Bob the Builder
Bob the Builder and his construction crew face building, renovation, and repair chal
-
lenges. The series often focuses on identifying a problem and making a plan to solve the
problem.
PBS
Dora the Explorer
Featuring a bilingual Latina girl as the lead, Dora and her friends go on quests and help
others, encouraging viewers to help out through their own actions or by telling her what
she needs to know. In addition to highlighting traditional educational content such as
color and shapes, Dora teaches language by repeating words and phrases in English and
Spanish.
PBS
Sesame Street
Combining puppetry, live action, and animation, this long-running series focuses on a
wide range of topics including the alphabet, numbers, emotion management, conflict reso
-
lution, music, dance, and healthy lifestyles.
PBS
Teletubbies
Centering on four colorful characters, the Teletubbies speak in a baby-like language and
learn through play. The Teletubbies have televisions in their stomachs that show clips of
real children from around the world. This program is targeted at toddlers.
PBS
Thomas & Friends
Based on a book series, Thomas the Tank Engine and his engine friends learn to work
hard and be cooperative with each other.
PBS
The Wiggles
Featuring a four-man singing group for children, episodes of The Wiggles include songs
and skits focused on solving a problem. The Wiggles encourages children to sing songs
and move their bodies to music.
Disney
DVD series
Description
Producer
Baby Einstein
Series content covers wide range of topics including music, art, language, poetry, and
science. Targeted at children starting at one month.
Disney
Brainy Baby
Educational series highlighting range of subjects including alphabet, art, music, shapes,
foreign languages, and right and left brain development. Targeted at children starting at
nine months.
Brainy Baby
Company

The American Civil Liberties Union argues, "Research has not proven that watching violence on
television causes watchers to commit violence" citing the Federal Trade Commission's Marketing Violent
Entertainment to Children: A Review of the Self-Regulation and Industry Practices in the Motion Picture,
Music Recording, & Electronic Game Industries report in September 2001 as support. In ACLU's website,
ACLU quoted the FTC in saying, "Most researchers and investigators agree that exposure to media
violence alone does not cause a child to commit a violent act, and that it is not the sole, or even the
most important, factor in contributing to youth aggression, anti-social attitudes, and violence."[16]
V-chip is a generic term for technology used in television set receivers in Canada, Brazil and the
USA, which allows the blocking of programs based on their ratings category. It is intended for
use by parents to manage their children's television viewing. Televisions manufactured for the
United States market since 1999 and all units as of January 2000 are required to have the V-chip
technology.[1] The idea for blocking programs in this way was patented by Brett West and John
P. Gardner in 1994[2] and tested in Canada. Since then many devices using V-chip technology
have been produced.

V-chip technology works much like closed captioning and uses the vertical blanking interval in
the television signal. The system receives a special code in the broadcast signal which indicates
the show's score according to a simple numerical rating system for violence, sex, and language.[3]
The programs' signals are encoded according to their rating, on line 21 of the broadcast signal's
vertical blanking interval using the XDS protocol, and this is detected by the television set's V-
chip. If the program rating is outside the level configured as acceptable on that particular
television the program is blocked. The V-chip does not block news or sports casts as this sort of
programming does not have ratings.

1. TV can help kids learn about a variety of subjects.

If theres a subject your child enjoys, more likely than not, there is a TV show, movie, or
educational DVD that explores the subject in detail. You might be even be surprised to
find out how many kids watch and love educational shows aimed at adults. Rachael Ray,
for example has a huge following among kids and tweens, and her primetime show often
features kids in the kitchen.

Childrens shows, whether they bill themselves as educational or not, may offer
opportunities to spark learning. For instance, was your child wowed by the Red Eyed
Tree Frog on Go, Diego, Go!? Go online to look at pictures and read about the frog. In
this way, kids are able to see how fun learning can be and establish a habit of finding out
more when things interest them.

Documentary and nature shows are also entertaining and educational for kids. A great
example: Meerkat Manor, on the Animal Planet, makes a soap opera out of meerkat life
and has kids hooked on the drama.

2. Through media, kids can explore places, animals, or things that they couldnt see
otherwise.

Most kids are not able to visit the rain forest or see a giraffe in the wild, but many have
seen these things on TV. Thankfully, educationally minded producers have given us
many shows and movies that allow viewers to see amazing footage of nature, animals,
society, and other peoples. Kids and adults alike can learn from this type of media and
gain a greater appreciation for our world and the animals and other people who inhabit it.
3. TV shows can inspire kids to try new activities and engage in "unplugged" learning.

When kids see their favorite characters engaged in fun learning games, they want to play
too. Kids also like learning activities more if they involve beloved characters.
Preschoolers shows are especially effective for generating ideas for learning activities
and using characters to motivate kids.

If you have a child who loves Blues Clues, for example, you can create clues and a
riddle for them to solve at home, or challenge your child to create the riddle and clues.
Or, turn a regular activity into a challenge and encourage your child to solve it like the
Super Sleuths do.

4. TV and movies can motivate kids to read books.

Of the new movies that are released each year, you can bet that several of them are based
on books. Parents can challenge kids to read a book with the promise of going to the
theater or renting the movie when they finish it. Or, kids may see a movie and like it so
much that they decide to read the book. Discuss the differences between the book and the
movie to help kids develop thinking skills.

5. Kids can build analytical skills by discussing media.

What do you think will happen next? Who did it? What will the result be? What could
that character have done instead? Asking these types of questions as you co-view with
your children will help them learn to think, problem solve, and predict, making TV
viewing a more active experience. More important than just memorizing facts,
developing thinking skills will benefit them for the rest of their lives.

Also, remember those compare/contrast tests in school? You can help prepare kids for
this type of literary thinking by discussing programs with them. Compare and contrast
characters or shows. Who is the main character? Describe the plot. What was the setting
and main idea? What was the conflict and how was it resolved? Use TV time to help kids
practice for all those essay tests, and they might find that talking about this stuff can be
interesting and fun!

6. Parents can use TV to help kids learn the truth about advertising.

Advertising may be annoying, but it does present yet another opportunity to develop kids
thinking skills. According to the American Academy of Pediatrics, young children may
not even know the difference between programs and commercials. They are just soaking
it all in and applying it to their reality. As a parent, you can explain the purpose of
advertising to your kids and alert them to any deceptive tactics. Allow them to analyze
the methods used by advertisers to sell a product.

7. Good role models and examples on TV can positively influence kids.

 Children are influenced by people they see on television, especially other kids.
Obviously, this can have a negative result, but it can be positive too. Lately, kids' TV
shows have begun promoting some positive agendas such as healthy living and
environmental awareness. As kids see their favorite characters making positive choices,
they will be influenced in a good way. Parents can also point out positive traits that
characters display and thereby spark valuable family discussions.

Daniel Anderson, a prominent researcher on the subject, sums up the situation with children and
media perfectly stating, I hope the broader impact of my research will increase awareness at
many levels so that we can be cognizant of both the promise and the peril of what we are doing.
Media truly can have a positive effect on children, but it is up to the parents, caregivers and
educators in their lives to ensure that kids viewing experiences are enriching and not damaging.

Survey

PBS KIDS SURVEY FINDS PARENTS CONSIDER MEDIA AND

TECHNOLOGY VITAL RESOURCES FOR ELEMENTARY SCHOOL READINESS

Parents rank social skills most important to master before entering school

ARLINGTON, VA, August 14, 2014 As children prepare to begin elementary school this fall,
parents look to media and technology as an essential part of the preparation process, according to
a recently released study by PBS KIDS. The national survey of parents with young children age
2-6 found that families are struggling to prepare their children for kindergarten, and five out of
10 parents worry their child wont have the skills they need when they start elementary school.

In addition to academic skills like math and reading, parents recognize that a broader skill set is
needed for early learning success today. When asked to rank skills in order of importance for
learning success, parents rank social and emotional skills first, with 88% saying its important
that social skills be mastered before school. Among the resources used by parents to help
develop kids social and emotional skills, TV shows are No. 1 for both categories (56% and
59%, respectively), followed by books (48% and 53%), electronic learning toys (25% and 21%),
computer games (25% and 21%), websites (20% and 19%) and apps (18% and 14%).

The results of this study overwhelmingly show that parents understand the educational benefits
of exposing their children to media and technology, and that resources like PBS KIDS are critical
for parents, especially those whose children are most at risk, said Lesli Rotenberg, General
Manager, Childrens Programming, PBS. PBS KIDS reaches more kids ages two to eight and
more moms with kids under age 12 than any other kids television network in the U.S. and we are
committed to ensuring that every child has an opportunity to reach his or her full potential in and
out of the classroom.
Eighty-nine percent of parents surveyed are in agreement that media and technology resources
can be partners in educating kids. Three-quarters (75%) have used new technology computer
games/activities, websites and apps to prepare their child for kindergarten. Of those, 82% have
used new technology to help their child develop math skills, 75% for reading skills and 67% for
writing skills.

Survey Methodology
This survey was conducted January 11-25, 2014, by Smarty Pants. More than 1,000 parents with children age 2-6
completed the online survey. All respondents were aware of PBS KIDS and the survey base is representative of TV-
viewing households with young children with regards to household income and ethnicity. Any statistical differences
are at a 90% or higher confidence level.
Source :PBS Kids website

the survey of 1,800 respondents from the UKs two largest online parenting communities
Mumsnet and Netmums - reveals the challenges and pressures parents face when it comes to
keeping the media their children see age-appropriate.

Educational media and technology and less advantaged

children.

Lower-income and less highly educated parents are

more likely than other parents to turn to TV for educational
purposes. For example, half (49%) of parents with a high
school degree or less say they are very or somewhat likely to
direct their child to a TV or DVD when they are looking for
an educational activity for them, compared to 34% of those
with a college education. The results are similar when looked
at by income, with 54% of lower-income versus 31% of higher-
income parents saying they are very or somewhat likely to use
TV or DVDs for educational purposes. Lower-income and
less-highly educated parents are also more likely to think TV
has a very positive effect on their childs reading, speaking,
math, and social skills. Similar differences can be found in
parents views about the positives and negatives of computers
and video games as well.

Parents Views about the Social,

Behavioral, and Physical Impact of
Parents are evenly split
about TVs impact on their young childrens social skills (33%
positive, compared to 30% negative) and behavior (22%
positive compared to 35% negative). However, the perceived
effect of TV does vary significantly depending on the childs
age. For example, parents of 2- to 5-year-old children are

evenly split about whether TV has a positive or negative effect

on behavior (28% positive, 30% negative); but among parents
of 6- to 8-year-olds, only 15% say TV has a positive effect on
behavior, compared to 45% who say negative.

9 May 2011 Last updated at 00:04 GMT

A quarter of parents of young children in the UK admit using the television as a babysitter,
research suggests.

Some 70% of the 1,000 mothers and fathers polled as part of the national year of communication
say they do not feel guilty about allowing their children to watch TV.

And 42% think it is a great way for children to learn, the poll suggests.

Experts say parents need to watch TV with their children if it is to be a good learning
opportunity.

In this way they can spark off conversation and introduce new words to their children, they say.

It also means children should watch programmes appropriate to their age and specifically
designed for them."

'Fantastic opportunity'

But she said there were areas where parents would benefit from more information and advice.

"TV can be used as a fantastic opportunity to bring children's favourite characters and shows to
life beyond the box as well.

"Chatting about characters, making up stories and even acting out adventures can help parents
develop their child's language and communication," she said.

The campaign is publishing a 10-point plan to encourage parents to use TV as an opportunity to

talk with their pre-school children. More information on this and the campaign can be found on
the Hello Campaign website.

The parents were polled online by agency One Poll in April.

Almost all parents in the UK

(93%)
let their young children watch television, according to
findings of a new poll of 1,000 parents of children aged 2-6 years
.
Contrary to popular belief,
seven out of ten
parents
do not
feel guilty about allowing their
children to watch TV. Of those
parents,
42%
think TV is a great way for kids to learn but only
16%
always watch with their kids
for bonding time, with
25%
using TV as a babysitter.

Fact

Based on concerns over the powerful influence television content can have on children, especially young
children, the U.S. Congress passed the Telecommunications Act in 1996. Along with being the biggest
overhaul of telecommunications law in over 60 years, the Act established a formal rating system to let
viewers know when a program contains content that might be inappropriate for young children.

Survey

In a recent study published in Psychology of Popular Media Culture, Lourdes P. Dale and her
colleagues at the University of Hartford used a coding system they developed to look at positive
and negative content in television commercials on different television channels. The rating
system included the following categories:

Positive contentfor example, positive role modeling, encouraging statements, positive

interactions, positive messages for overall commercial, advances in research, and medical/health
benefits.

Negative content

Violent behaviorsfor example, physical evidence of previous violence, ongoing and overt
physical force with intent to harm/threaten an individual, oneself, or animal, or destruction of
property. This excludes sports, natural disasters, or military advertisements.

Disturbing behaviorsfor example, natural or contrived disaster, unexpected or potential

accidents, or graphic bodily disintegration.
 Sexual behaviorsfor example, discreet nudity implying sensuality, intimate touching, sexual
intercourse/foreplay, and verbal or nonverbal suggestive sexual communication.

Negative modelingfor example, smoking, drinking alcohol as a minor, and swearing.

The study was based on 12,004 commercials airing between 7 AM and 10 PM (both on
weekends and weekdays) on twelve channels. Another 2,433 commercials airing on three
childrens channels were used for comparison. All commercials were carefully rated by trained
raters to rule out possible bias. Along with rating the commercials, the rating for the show in
which the commercial appeared was also recorded to compare positive and negative content.

Perhaps not surprisingly, MTV aired the most commercials (13.2 per cent of the sample) while
PBS aired the fewest (6.2%). Overall, commercials rated as having positive content made up
20.2 per cent of the total while negative content was found in 13.7 per cent of commercials.
Commercials with disturbing behaviors made up the most common type of negative content (6.0
per cent) with violent behaviour being the next most common category (5.2 per cent). Most
commercials airing on the nine general channels studies were rated as neutral.

When compared with commercials on childrens channels however, the researchers found no real
differences for rate of negative content or violent and disturbing behaviours.. Researchers also
found a strong link between television program rating and positive content during commercials.

Current federal regulations only control the amount of commercial time during childrens programming.
The actual content in commercials is only monitored by industry watchdogs such as the Childrens
Advertising Review Unit (CARU) of the Council of the Better Business Bureaus which have no real legal
authority over advertisers. The guidelines only apply to advertising directed at children directly
however, many advertisers tend to tailor their commercials to what they think the audience might find
appealing. Still, the messages in their commercials are usually intended for adult audiences, not the
younger children who might be watching.