The Impact of Television on Preschool Children” Are They Learning Anything Constructive or Is Television Preventing the Development of Social Skills? Essay

Marcelleous Belfield WSC 02s Scientific Research Report: “The impact of television on preschool children” Are they learning anything constructive or is television preventing the development of social skills? ABSTRACT The theory that watching television for toddlers can eventually be a bdad thing has never been deffinetimitation of educational programs that are made for younger children INTRODUCTION Can television serve as a tool for parents to facilitate infants and children?

It may be so in an indirect way, the fact is that children are more. With the boom in the electronic industry and the production of television and other electronic device, it has been. A common belief is that television in more ways that other has been taking the place of children playing time and ultimately their ability to develop social skills. In the field of child For some time now, questions have been asked about the impact that television and video materials has on the development of toddlers.

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With the development and expansion of channels that caters primarily toward children, are these television shos really helping in the developing children social skills, are they producing materials that children can learn from. The feeling is, that children will be to accurately immediate the material that these channels have on them. That after watching they would have developed new skills. There is a particular memory of mine as I talk about this topic that comes to mind, I can remember the very first time when I realize that I could have read, and came one day when I was watching television.

A s I sat there reading the sub title to and Indian move, when my cousin looked at me and said ‘you can read? ‘Of course I was doing this before in my mind but this was the first time that I had said something out loud, and it was at that moment the I realize that reading was something that I wa capable of doing. So as an adult I keep asking myself was it because I paid attention in school or was it the fact that I grew up in a third world country that half of the population was Indian and the only movies that were interesting to me hen were Indian movies which meant that I had to read the sub titles to understand what was going on. It would be easy for me to say that that was the reason after looking at over a 100 of those movies maybe it is, but should I have also learnt indie from all this? I believe that it was a combination of the extremes; the little attention I paid in school during dictation was somehow reinforced by me watching television. Of course I was a toddler then, which brings me to this discussion. In my home there are two young kids, two pretty little girls, 2 and 4 years old.

The eldest of the two is the one of concern when it comes to television. On a typical school day she spends on average of 4 hrs. in front of a television screen, and on the weekends that is easily doubled. Without looking at any research this is way too many hours for a 4 year old to be spending watching television. For some time now, the question have been asked about the impact that television materials have on toddlers and their ability to be socially develop as normal children are, does too much of television have a lasting negative impact on their lives.

THE EXPERIMENTS THAT HAVE BEEN CONDUCTED To investigate this idea I will be looking at science research report by experts in the field of psychology that have over the year tried to answer this question. The scientific research reports that were cited for this report were To draw my conclusion on this issue I looked at scientific researches that were geared towards discovering whether there was any truth to this hypothesis. A total of three reports were cited; the first being “don’t try this at home” Toddlers imitation of new skill from people on video, written by Gabnelle A. Straus.

The second research was titled “Reenactment of television content by 2 years old” Toddlers use language learned from television to solve difficult imitation problems, written by Rachel Bar and Nancy Wyss, and final “to watch or not to watch “Infants and toddlers in a brave new electronic world. The approached on how the data was collected varied between each report, but most of the time mirrored each other in how data was collected. From the first report the researchers wanted to see how attentive and responsive the kids can be if they got instructions from the television rather from someone standing in ront of them. In the first experiment the kids were placed in an empty room with a television in it, and adjacent to that room the researchers were hiding toys in the room while the children were watching them on the television. Children were encouraged to pay attention to the television screen, and the kids that were no being attentive were excluding from the experiment. They were then asked to go into the room and locate the toys that were hidden.

The age range of these kids was between 12 and 48 months with and even mix of boy There wer two sessions that were used to gather the data, the firs being the demonstration session. In this session a live video demonstration condition were equates as much as possible. What that means is that experiment demonstrated the target action for the first and second set of stimuli. The second session was the Test session. The toddlers were shown on television how to make a “meewa” and 24 –h later they were then asked to make the “meewa. ” But instead of sang to them make a meewa the just said make “something. ” RESULTS