Pros and Cons on Carnage as Entertainment There's been talk of the benefits and dangers of children watching television virtually since the medium's beginnings in the late 1940s. Parents wishing to allow their children to enjoy television's virtually limitless power to educate and entertain just as often find themselves taken aback by mature themes and subject matter. For decades, public television and certain child-friendly cable networks offered safe harbor from conventional television programming, though in recent years the educational value of some of its programming has fallen under criticism, too. The accusations stem from a belief that so-called educational programming has compromised its standards for the sake of competing with mainstream television entertainment. If these programs become more commercial, the argument states, where can parents find trustworthy program for their children?
Sue Palmer is another sociologist that believes the increasing impact of technology and the media over the past 50 years is causing childhood to deteriorate. Palmer argues that in modern society there is a ‘toxic childhood’ due to an excessively screen-based culture which she feels is why there has been an increase in developmental conditions in children. She has reasons for some of these conditions, for example ADHD could be caused to screen saturation as the rapid changes of images on TV can make an immature brain go into overdrive resulting in the child seeing real life as boring. Palmer also believes the increase in screen-based activities has made it more difficult for children to develop literacy skills. Also Palmer
For example, One can watch a one hour history program and be interested in what is being said where as most people would not make it to page five of a history book. Although watching Television may be more fun and entertaining, In Johnson’s article Why Games Are Good For You, he talks about how effective media have become in educating children but at the same time these methods of teaching are causing children to lack cognitive skills, causing a deficiency in concentration skills, the ability to pay attention, as
We must weigh up the risks associated with children having too much screen time. Too much screen time can negatively affect kids and their lives. Children who put screen time over their own health will have problems later on in life. Children who start screen time at a young age will have difficult problems in school later on. Have you seen the commercials where they try to sell you all of those harmful things?
How Too Much Television Can Harm a Child’s Development Whitney Koblitz COM/156 April 15, 2012 William Duliere How Too Much Television Can Harm a Child’s Development For the past 20 years, studies have linked excessive TV viewing to childhood obesity, poor brain development, lagging educational performance, sleep disturbances and diminished physical activity (Is Television Harmful For Children?, 2010). Children are very impressionable, so sitting in front of a television for long periods of time can have a negative outcome. While a child’s brain is being molded, they are more susceptible to act out learned behaviors from their favorite television shows. Parents have the responsibility to mold their child’s brain and not have it rot out from too much exposure to television. Children's television viewing should be limited to less than 2 hours a day in order to avoid too many negative effects.
Growing up, I do not remember getting too many spankings, but, I can still here the crack my Dad would give my younger brother and sister. I felt so bad for them, especially if he left a mark. I would want to go console them as soon as he left, but was forbidden to do so. In 2009, a Duke University study published in Child Development concluded that spanking has detrimental effects on the behavior and mental development of children. The researchers found children who were spanked as 1-year-olds tended to behave more aggressively at age 2, and didn’t perform as well as other children on a test measuring thinking skills at age 3.
Second, was to limit commercial advertisements during children programs to 10 minutes in an hour during the weekends and 12.5 minutes during the weekday programs (Calvert and Wilson, 2008, p. 455). Congress finds that television can assist children to learn important information, skills, values, and behavior, while entertaining them. I argue that there is no clear definition of what constitutes ‘educational’ programming under the Children’s Television Act of 1990 therefore being problematic for television programs enhancing a child’s life. Also that Congress and parents both need to be involved in what our children are viewing and work together for a better solution. BACKGROUND Educational and informational programming for children’s television became an issue that started in the 1950’s.
“The media: It’s been around for ages, but what you experienced growing up is worlds away from what your children are growing up with today. (Unknown, 2010) Some kids’ lives are consumed by the media, and there can be very negative effects. How [do] the media affect your child, and how can you set healthy media guidelines?” Basically, the Common Sense Media (2010) reported children who are majorly exposed to the media reveal low academic performance. Based on the study they have a lower vocabulary, low reading levels, and perform poorly on test. Children who watch more TV in comparison to those who watch little TV is more likely to perform better in school (School Performance section, para.
This article addressed the concerns regarding retention rate in the early grades, specifically kindergarten and first grade. The article described that there are two reasons for early-grade retention. In kindergarten, it is usually the result of behavior, children who are thought to not mature enough for first grade. However, what is typically considered the main reason for retaining a student is due to performance in reading and mathematics. The authors acknowledge that there are negative consequences to preventing a student from promoting, some examples include an immediate loss in cognitive growth (Hong & Yu, 2007) and may cause damage to the child’s self-esteem.
pressure. They charge that the change to daylight savings time is part of a secret codicil in the North American Free Trade Agreement, which was implemented in 1994. Blanca Alicia Medina Morales, 37, a preschool teacher, said the time change hurts the learning process because students come to school drowsy. "They should think about people's health, especially the children," she said. "Definitely, we do not function as well."