___________________________________________________________________________

MEDIA GIVES VIOLENCE IMPACTS TO CHILDREN

Violence is not new to the human race, it is an increasing problem in modern society. In this new
environment, radio, television, movies, videos, video games, and computer networks have assumed
central roles in our daily lives. Children today grow up in a world saturated with media use. Media
violence poses a threat to public health as much as it leads to an increase in real-world violence and
aggression. studies found that 96% of homes are having more than one television at their homes
which giving result an average 25% of 24 hours have turned on their television. Children having much
time in front of television brings negative impact as children very imitate every action they seen at a
young age.

The first and the main media gives the highest violence impact is through television. Television is the
most research that had conducted to study the behavior of children of television violence. According
to Ray and Malhi (2006) school performance will be decreased and psychosocial adjustment was
detrimental, as the young child has shown violence through media television. Ray and Malhi (2006)
studied indicated that powerful exposed of violence through media brought stress in adolescents.
Besides that, Yama, et al. (2001) reported that violence movies such as murder, warfighting and other
that hardcore violence caused bad dreams, tension, and a fear result, which is some child, maybe
having trauma issue. Next, an experiment was performed by Joseph (1987) at Pennsylvania State
University, where the result showing that children become more aggressive and active violence after
the children are exposed by such program “Batman” and “Superman” cartoon, compare then neutral
program.

Second media is through video games. Violence in a video game is one of the factors that leads the
children to violent behavior, which is an action, concerned by parent and policymakers. Children are
giving a violence response in an experiment conducted after they had played violent video games
(Irwin and Gross, 1995). Bartholow and Anderson (2002) indicated that the college student who had
played a fierce amusement game, as a result, delivered greater than two and a half instances as
many high force disciplines as the individuals who played nonviolent video games. Studied 5th and
6th graders, measuring average video-game publicity alternatively than violent video games. They
pronounced that amount of exposure to video games used to be positively and considerably related to
later tiers of violent bodily conduct (Ihori et al., 2003). In reality, late research demonstrates that
playing violent computer games for as meager as 10 min builds the player's aggression attitude action
(Uhlmann and Swanson).
In addition, although the issue is often presented as controversial in the media, we have pretty good
evidence that exposure to violent media makes children more aggressive. The kids who watched the
aggressive video imitate what they saw. They beat the doll with a mallet and they punched and kicked
it. Children did not just imitate the aggressive behaviors they saw, seeing aggressive behaviors
caused these kids to play more aggressively in general (Bandura, Ross, and Ross, 1963).
Researches from Ohio state university, children who watched the movie with the guns played more
aggressively than children who watched the movie with the guns edited out. One child pointed the gun
out the window at people walking down the street, and another child pressed the gun to another
child’s temple and pulled the trigger (Dillon and Bushman, 2017).

Other than that, violent media can cause aggressive behavior in children, and this behavior can be
incredibly problematic if violent media includes guns. Children are incredibly curious about guns, and
they can have difficulty understanding the difference between real and toy guns (Benjamin, Kepes
and Bushman,2017). For example, having a gun sitting on a table makes people behave more
aggressive (Berkowits and LePage,1967). Having a gun in the car makes people (even non-gun
owners) more aggressive drivers (Bushman, Kerwin, Whiltock and Weisenberger, 2017). These
effects even exist in children, whether or not the gun is real or is just a toy(Benjamin Kepes and
Bushman,2017).

In another opinion, social media can enhance their communication skills and at the same time
improving their social and emotional life which greatly help in their development process. Social
media can help them to finish their work that is online and at the same time stay connected with their
peers and family, exchanging work ideas and social life of one another (O’Keeffe, G.S, Clarke-
Pearson. K,2011). Good health resources are moderately available for children and teenager on
many diversities of their heed (O’Keeffe, G.S, Clarke-Pearson. K,2011). Some of the schools have
achieved using blogs as a medium for teaching tools which has the advantages in sharpening
children and teens English skills whether in written or creativity (Borja RR, 2005). Social media helps
students to be outside of classroom for combination and trade of idea in accomplishing task
(O’Keeffe, G.S, Clarke-Pearson. K,2011).

Moreover, In this age and days, together with the rise of children's television series, it occurs that TV
can be a constructive teaching tool that could repressed feed information to the children. The effects
of media on the children develop in the first language acquisition process develops the child's skills to
use language spontaneously and moderately through interactive situations in their environment
(Christakis, 2009). Zimmerman, Christakis, and Meltzoff (2007a) emphasized that some interactive
children's TV programs give exposure to them on new English vocabulary. Research by Roseberry et
al. (2009) concluded that older children can get new vocabulary from television only, as for the
younger children they learn with the aide from the social interaction. Linebarger et al. (2010)
concluded that reading on the monitor (in closed captioning programs) has helped in developing
literacy skills and assist in increasing the attentiveness and understanding of children's content.

Next, many studies have proven that video gaming has created many advantages over children as
other forms of play. Correlational and longitudinal research has shown that playing in puzzle games
improves the overall problem-solving capacity and can even lead to higher academic grades (Granic
et al, 2014). Studies by David Moffat and his colleagues (2017) has shown that a minimum amount of
duration during video gaming can make a person become exceedingly creative even for a short
period of time. Matthew Ventura and his colleagues (2013) summarized that non-gamer are likely
going to give up early in resolving arduous tasks, in contrast with the children who play games.
Research by Gray (2018) designates that the video gaming play is to deliver a practice to the children
in dealing with anger and fear thus giving them an emotional benefit in and outside gaming.

Last but not least, media as interactive media has given good result to the children nowadays
technology modern. Socially unforeseen media such as videophone apps are just as fine as real-life
encounters in educating language to 24-month-olds however otherwise, published lookup on whether
or not babies and children can analyze from interactive monitors is less (Roseberry S, Hirsh-Pasek K,
Golinkoff RM, 2014). Research suggests that interactive media such as learn-to-read apps and digital
books (e-books) can also increase early literacy competencies with the aid of imparting practice with
letters, phonics, and phrase consciousness (Kucirkova N, 2014). TV applications programs, for
example, Sesame Street or Blue's Clues can advance early instructional exercise abilities in
preschool-matured kids, youth <30 months is discouraged look into from TV and recordings as they
do from genuine associations (Anderson DR, Hanson KG, 2013). Smartphones and tablets are
progressively used to help divert kids amid anesthesia acceptance or medicinal/surgeries (McQueen
A, Cress C, Tothy A, 2012).
REFERENCES

Griffiths, M. (2002).The educational benefits of videogames. Retrieved April 28, 2019, from

https://sheu.org.uk/sheux/EH/eh203mg.pdf

Al-Harbi, S. S. (2015). The influence of Media in Children’s Language Development. Retrieved April

28, 2019, from https://www.researchgate.net/profile/Salwa_Al

Harbi/publication/276924726_The_Influence_of_Media_in_Children%27s_Language_Develp
ment/links/57da407408ae5f03b49a1f92/The-Influence-of-Media-in-Childrens-Language-
Development.pdf?origin=publication_detail

Guru, M. C., Nabi, A., & Raslana R. (2013). Role of Television in Child Development. Retrieved April

28, 2019, from https://www.omicsonline.org/open-access-pdfs/role-of-television-in-child-

development-2165-7912.1000153.pdf

Radesky, J. S., Schumacher. J., Zuckerman, B. (2014). Mobile and Interactive Media Use by Young

Children: The Good, the bad, and the Unknown. Retrieved April 28, 2019, from
https://pediatrics.aappublications.org/content/135/1/1

Bandura,A.,Ross,D.,&Ross,S.A(1963).Imitation of film-mediated aggressive models.The journal of

Abnormal and social Psychology,66,3-11.

Tanwar, Kamini & , Priyanka. (2016). Impact of Media Violence on Children’s Aggressive Behaviour.

Indian Journal of Research. 5. 241-245.