Television, one of the most common electronic media, has been criticized for their potential impact on children. An area of concern is its effect on their cognitive development and academic achievement. In their article, ‘Media and Young Children’s Learning’, Heather, Ellen and Anderson provide a summary of researches and give suggestions on how to maximize the positives and minimize the negative effects of this media. On the other hand, the article by the American Academy of Pediatrics, ‘Understanding the Impact of Media on Children and Teens’, they discuss the effects of media on children learning, association and health.
While the media can be used to educate on various issues to children and the youth, it can also be a used to negatively influence their lives (Heather, 39). In this paper, we look into the two articles and connect how the media is used as a source of positive education on one hand and negative on the other. We shall relate the ideas and the extent of effects as provided by the two articles.
Despite there being some positive lessons learnt from the media, there is a notable larger negative effect on children and youth than the positives. Consequently, the two article major focus is on these negative behaviors that children learn from exposure to the media mostly the television.
There might be benefits accrued from television watching for children under the age of two through well-designed, age-appropriate educational television (Heather, 40). However, studies on infants and toddlers suggest that they are better off learning from real time experience.
Earlier exposures to such programs that are content oriented have positive impacts on the cognitive skills and academic achievements. Such programs are designed around an educational curriculum while pure entertainment exposure, particularly violent content like in movies, are associated with poor cognitive development and lower academic achievements. Though these impacts may not be seen immediately, some can whereas others take time to manifest. For example, children imitate moves seen on movies immediately whereas others such as use of violence to handle disputes or drug and sexual activities are seen through diseases or unintended teen pregnancies.
Parents can select programs that are well-designed and age-appropriate and watch them with their children in order to maximize the positives offered by education media. The effective use of media to enhance positive results in educational learning is through the intervention of policy makers, educators, parents and other parties that work with children.
Research has shown that toddlers learn differently from videos depending on their age. However, it is observed that children are more likely to learn from real events than from the videos. The research is however wanting as there is an urgent need to determine the influence of media on infants and toddlers (Heather, 56). Children cannot comprehend the instant and vigorous change of scenes in the videos; this therefore does not help in their cognitive development. Excessive exposure to television alienates children from play. This has a negative effect on their development and association with others.
‘Understanding the Impact of Media on Children and Teens’ points out at the negative effects on the media programs. It looks at the media message, categorizing it as good or bad. It compares the impact of the media messages to food in our diet. ‘Just as you would limit certain foods in your child’s diet that may be unhealthy, you also should limit her media diet of messages’. The article goes on to give examples of media messages and their effects on the ‘health’ of the viewer particularly children and teens.
Messages on cigarettes and alcohol through advertisements send the message that smoking and drinking is a cool behavior. Consequently, the number of cigarette and alcohol intake among teens is on the rise as research shows that such ads encourage and impact on their lives. There are finding that the three most advertised cigarette brands are the most popular among teens. These ads leave out the negative impacts of these products therefore leaving the teens with inadequate information about the effects of such products.
Media promotes violence. Children who watch violent programs from very young age tend to be violent for a very long time of their lives (American Academy of Pediatrics, 2). First, the children learn to behave aggressively towards others. Such programs teach them to use violence instead of applying self-control when solving problems or conflicts. Secondly, the advocacy of violence in the media world make children accepts the use of violence in the real world. This might also create fear in the children who see the real; world as a scary place. However, it is important to note that these impacts may not be seen right away but they may be seen at their teens or early adult lives.
The control of what children view in the media require parental intervention. Parents should therefore set limits and be actively involved with the TV shows, video games and magazines that their children are into (American Academy of Pediatrics, 2) . Though this will not entirely regulate the content passed to the children, since the media is wide, it is a step in advocating for positive impact. To achieve this, one can use media education a process that requires one to develop the skills to question, analyze and evaluate them.
Parents can help their children make better use of the media by making a media plan. This is a schedule that has the program and time. Secondly, they help them set time limit, the maximum time to spend on TV and also they should set family guidelines for media content. The observation of such steps will help in protecting their children from negative media influence.
In the article, ‘Media and Young Children’s Learning’ the emphasis is on cognitive development and academic achievement. It addresses how the exposure of children, infants and toddlers, will affect their cognitive development and academic achievement. The article argues that, exposure of children to earlier media shows will not help them in cognitive development because they have distorted scenes that children cannot connect (American Academy of Pediatrics, 1). The article on, ‘Understanding the Impact of Media on Children and Teens’ on the other hand bases its argument on the effects of media messages on the behavior of children and teens. It also proposes possible recommendation on how parents can intervene to reduce these effects.
The two articles therefore offer similar information but at different angles and perspective. In relating their weight on the coverage of the subject matter, the article, ‘Media and Young Children’s Learning’ is more comprehensive and informative than ‘Understanding the Impact of Media on Children and Teens’. This is because it uses a unique presentation and study approach that offers us with detailed and satisfied researches that support its arguments better than the other article.
Works Cited
American Academy of Pediatrics. "Understanding the impact of media on children and teens."American academy of pediatrics (1999): 1-4. Web. 11 Nov. 2013. <http://www.thepediatriccenter.net/docs/brudenell/UnderstandingtheImpact.pdf>.
Heather L., et al. "Media and Young Children’s Learning." THE FUTURE OF CHILDREN18.1 (2008): 39-61. Web. 11 Nov. 2013. <https://www.princeton.edu/futureofchildren/publications/docs/18_01_03.pdf>.
