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Effects of Media to Children

Effects of Media to Children

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Effects of Media to Children
Media has been a significant part of our daily life, a vehicle for communicating to the public as well as asource of entertainment. Magazines, TV programs, radio, billboards, news, internet, cell phones are theforms of mass media which are considered to be part of our everyday routine. Traditionally, parents serveas primary social models for children; whereas other models may include siblings, teachers, relatives andother persons who are significant in children’s lives. Over time, however, parents’ influence as models totheir children is on the decline as a direct or indirect result of technological advancement and alterations inhousehold economics. Aside from their busy schedules (which is common in dual-career and single-parenthouseholds), families of today seem to gather around rarely because each member has easy access to his or her own television, telephone, computer, music player, etc.. This set-up would imply that children are moreinclined to interact less with their parents and spend more time on their own. Thus, children could turn their attention from their parents to more accessible diversions, such as television watching. Without their  parents’ direct guidance or control, such exposure can become excessive and unguarded. It would not bemuch of a surprise, if what these children watch did influence their thinking and behavior. Studiesconducted by Weiten & Lloyd reported that children in the U.S. spend 2-4 hours on TV watching alone andthis habit appears to increase as they get older (Kirsh). Children and the youth are media’s darling. Mediaas perceived by children is full of excitement and wonder, because it brings them to a world of reality aswell as make believe. A child development expert T. Berry Brazelton, MD., warns parents that, media isreally “the biggest competitor for our children’s heart and mind” (Steyer). Furthermore, James P. Steyer anadvocate for media organization for children, in his book regards media as “the other parent” since at present time children spend much of their time with these different forms of media. In view of the fact thatour society is media saturated, parents should be aware of the positive and negative effects of media tochildren.Media’s positive effects are: First, its academic learning opportunities. “Over the past 30 years, shows suchas Sesame Street, Teletubbies, Barney, and Blue’s Clues have provided academic learning to toddlers and pre-aged children. For older children, programs such as Zoom, Cyberchase, and Zoboomafoo are repletewith informative, scientific facts. For pre-teens and teenagers, cable channels such as The Animal Planet,The Discovery Channel, and The Learning Channel offer a wide range of educational fare”(Kirsh).Children that are exposed to educational programs are more likely to adopt to what they are watching , tocite an example children(toddlers) from a non-english speaking country that are expose to shows likeBarney are able to learn to speak English although with improper grammar. They learn to communicatewith the English language and by the time they attend school learning grammar will be easier for them. Thesame is true with older children, programs shown in the National Geographic Channel, The Animal Planetand Discovery Channel and articles written in their published magazine as well as their websites help them
 
to learn and see what a certain animal looks like, see and explore places that are impossible for human to goto and visit places that are overseas. These educational programs help them to visualize places and animalsas well as further explain theories that are learned in the classroom.
http://www.ukessays.com/essays/childcare/media-children.phpComputers - Possible Negative Effects Of Computer Use, Possible Positive Effects Of Computer Use,Developmentally Appropriate Uses Of Computers
Read more:Computers - Possible Negative Effects Of Computer Use, Possible Positive Effects Of Computer Use, Developmentally Appropriate Uses Of Computers http://social.jrank.org/pages/156/Computers.html#ixzz13HtSYkwWComputers are ubiquitous. As computers have become less expensive they have been purchased by moreand more families for their homes. Because of this, many children begin to use computers at an early age.Even if computers are not available in their home, children almost certainly will begin to come into contactwith computers in school.Some adults are amazed by how readily young children use computers. Many children find that usingcomputers gives them a sense of power and accomplishment. And, unlike many adults whose first or  primary contact with computers is work related, most children first use computers for entertainment purposes and games. This is by no means the only use that children have for computers. Children also usecomputers for accessing information, as well as for writing stories and research papers.In addition, children use a variety of learning programs, which either seek to teach or reinforce basic skillsin math, language, reading, and other subjects. Other software allows children to draw pictures or createvisual works of art and self-expression. Communication with others is growing as an application of computers by children, particularly as more homes and schools gain access to the Internet. As computerscontinue to become more powerful, increasing numbers of children are using computers to createmultimedia presentations and even web sites that include pictures, text, audio, and even video.Because computer use is promoted in schools, and because computers are so ubiquitous,children have a great deal of exposure to them. Not everyone, however, is comfortable with the use of computers by young children. Some, including the Alliance for Childhood, have called for a halt to the useof computers by young children. Such groups cite the costs as well as possible health effects that usingcomputers may have on children. The true impact that early computer use has on children is uncertain.Even though there is not enough information to state authoritatively that computers have any negativeeffects on children, the possible adverse effects that have been cited are serious enough to warrantconsideration.
Conclusion
Children can use computers in effective and positive ways. Positive uses of computers by children aredevelopmentally appropriate and can reinforce the attainment of desirable skills and traits such as mathmastery, verbal language use, and cooperation skills. Computers, however, can also be used in ways thatmay be harmful to the child. Possible harmful effects from computers, such as repetitive motion injuriesand eyestrain, most often stem from overuse of computers and use of computers that are positionedinappropriately for children. If children are to use computers, they should be taught to limit their computer use to reasonable lengths of time. They should be supervised appropriately while using computers in waysthat might expose them to inappropriate material or practices.
 
See also:
Bibliography
Armstrong, Alison, and Charles Casement. The Child and the Machine. Beltsville, MD: Robins Lane Press,2000."Children and Computer Technology." Future of Children 10, no.2 (2000). Available fromhttp://www.futureofchildren.org/cct/; INTERNET.Cuban, Larry. Teachers and Machines. New York: Teachers College Press, 1985."Fool's Gold: A Critical Look at Computers in Childhood." In the Alliance for Childhood [web site].College Park, Maryland, 2000. Available fromhttp://www.allianceforchildhood.net/projects/computers/computers_reports.htm; INTERNET.McCain, Ted, and Ian Jukes. Windows of the Future. Thousand Oaks, CA: Corwin Press, 2001.Papert, Seymour. Mindstorms. New York: Basic, 1980.Papert, Seymour. The Children's Machine. New York: Basic, 1993.Papert, Seymour. The Connected Family. Atlanta, GA: Longstreet Press, 1996.Van Scoter, Judy, Debbie Ellis, and Jennifer Railsback. "How Technology Can Enhance Early ChildhoodLearning." In the Early Connections [web site]. Portland, Oregon, 2001. Available fromhttp://www.netc.org/earlyconnections/byrequest.html; INTERNET.
 Brian
 
 Newberry
 
The Internet, for children and adults alike, has emerged as a hugely important communications medium.Children now use the internet to help with homework (in good ways and bad), to play games with people inother countries, to instant message, email, chat with other people in chatrooms and a whole host of other activities.Children in their teens routinely use the Internet to perform tasks that you, as a parent, did at the library andusing a phone, paper and pencil when you were their age. Children need the skills, which can only beacquired with some practice, making it undesirable to totally restrict Internet access. The good newstherefore is that Internet access is becoming widespread in the UK, with the take up becoming morewidespread amongst children and teenagers than adults.Children's access to the internet has grown rapidly. Below we discuss how children access the internet andwhat they do when they are on-line. Other articles discuss the risks and what can be done to minimise them.

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