THE INFLUENCE OF MEDIA ON CHILDREN

Abstract

This study covers the media’s impact on Children’s education, specifically the use of media
and technology, children’s educational TV, and some electronical gadgets ownership. Since
some decades the media’s presence in children is completly omnipresent. The media is used
by children as an agent of socialisation on their knowledge. Children’s news media use social
intructions acquaintances function as primary sources of causal effects for each other. Thus
the media’s effects are getting more and more important in the children’s educational system
almost more than the parental upbringings. In these times, it create for the child and
adolescent spectators an immediate experience of a virtual reality that become at once central
to the fantasy lives of young peoples. Much of the advertising a teenager consumes is
designed to make him want things. Nearly all forms of media are filled with some obvious,
envious and hidden messages encouraging people to procure them.
Key Words: Media’s effect, Children’s education, Fantasy lives, Technology, Social
instruction.
INTRODUCTION:
Media’s presence in children’s lives is totally ubiquitous. As screens become ever-present in
human lives, especially ones that are small and portable, children and teenagers are spending
more time playing digital games and browsing on internet. Modern technology has
transfomed the way children learn and interact with their environment. Television, which is
the most dominant media affects children consumption habits, is now joined by computers,
video game players, cell phones and other connected devices. The result is that children today
are completely immersed in media experiences from a very young age. Regulating the impact
these experiences are having on children has become very challenging, for parents and
policymakers.

“A researching study conducted by the National Institute on Media and Family, children
spend more time sitting in front of electronic screens (four hours) than doing any other
activity besides sleeping”. (Gentile; Douglas; Walsh; David, A normative study of family
media habits, 2002). Which means that chidren are more exposed to Media than ay other
interest surrounding them and as kids get older, too much screen time can interfere with
activities such as being physically active, reading, doing homework, playing with friends, and
spending time with family.
*The influence of the Television: Television can be a powerful entertainment and education
tool for children by given the right programming. However, studies have shown that
television, and media in general, can also have a very negative influence. Some studies
indicate it can shorten attention span, distort body image, work in conjunction with other
factors to escalate obesity, create fear, and increase aggressive and anti-social behaviors if
exposure is unmonitored and unlimited.

“Children begin television viewing at a very young age, they inevitably encounter advertising
messages much sooner than they develop the ability to effectively recognize such content as
commercial persuasion” (SINGER, 2001, Children and the media. Istanbul: Fatih university
Press).

The advantages of television for kids: Studies have indicated that television does increase the
general vocabulary of children, especially when it involves term referring to outer space.

-Television does provide opportunities for children to learn about all kinds of things, although
whether they do well on any great extent depends on the specific programs the child actually
watches.

-Television can increase a child’s range of interest since it exposes him to a variety of
activities and topics he might not otherwise know, science of all kinds, music, etc.

-Television has probably been the most effective of all the mass media in making people
aware of a wide range of human problems ranging from pollution to homelessness. It also has
increased awareness and acceptance of various kinds of illness, both physical and mental.

The disanvatage of television for kids: Although television helps children to learn, it also has
many negatives effect on them.

-The likelihood to be Obese: Children who consistently spend more than four hours per day
watching TV are more likely to be overweight. As well as encouraging an inactive lifestyle,
television can also contribute to childhood obesity by aggressively marketing junk (cheap)
food to young audiences.

-The likelihood to be violent: “As television became more widely consumed over the past
half-century, it also became increasingly violent, a fact that raised concerns among many
social policymakers” (Gentile, 2003. Media violence and children. Istanbul: Fatih University
Press. p4). Therefore they may become more fearful of the world around them , they may be
more likely to behave in an aggressive manner toward other people, and they may get an
unrealistic sense of the amount of true violence that exists in the world. Therefore Kids who
view violent acts are more likely to show aggressive behavior but also fear that the world is
scary and that something bad will happen to them.

-TV characters often describe risky behaviors, such as smoking and drinking, and also
reinforce gender-role and racial discrimination.

*The Media and its Fears, Dangers and anxieties on children and Adolescents: A child’s
world is full of dangers, real and imaginary. Most childhood fears are normal, temporary, and
eventually outgrown. “Recent correlational studies have shown that wacthing TV is related to
occurence of both axiety and sleep disturbances. A survey of elementary and midlle school
children reported that the more a child watch the more he or she was to report the symptome
of anxiety, depression and post-traumatic-stress” (Singer, Slovak, Fierson; & York 1998; as
cited in Gentile, 2003. Media and fears in children and adolescents. p187). Then it is logic
that the more television a child wacth (specially at bed time) the higher rate of reported sleep
disturbances, such us nightmares, difficulties falling asleep, and the inability to sleep through
the night.
Mostly the violences or threat of violences is the most noticeable feature of television
program and movies that produce fear. In fact it is diffilcult to conceive of a horror movie that
does not focus on the threat of violences. Fear is the natural response to perceive physical
threat and it is reasonable to espect that viwers respond with fear to threat dipicted in the
media.

Violent confronts and other things that are considered dangerous, such as vicious animals,
natural disasters, and ghastly disease, naturally cause fear. The sight of injuries or other
people who are in danger or fearful should also be frightening because the presence of those
who are injured or in danger often suggests that those in vicinity are in danger as well. Even if
the viewers know they are not in immediate danger, the mediated depiction of these images is
often frightening.

Some other kind of fear that affect more teenagers are disortion of natural form consisting of
injuries and mutilations as well as bodily disortions that occur in nature, as in dwarves, giants,
and mutans. Injured and deformed realistic characters are prominent in scary movies and
television shows as are weird looking supernatural and fantasycreatures, like monsters,
witches, vampires, and ghosts. Often in television program and movies, disorted creatures are
depicted as evil and violent.

Here is a table on Development Differences in Media Stimuli that Frighten Children

Aproximate age of group characteristics Typically Frightening stimmuli

-Threatening visual image, real or not,
Up to 8 years: perceptual dependance; including vicious animals and grotesque,
inability to fully grasp fantasy-reality mutilated, or deformed characters (can be
distinction cartoon or live-action images)
-Physical transformation of characters
-Natural disasters, shown vividly
-Visual images of devastation or traumatized
victimes
-Sudden loud or eeries noises
8 to 12 years : Graps of fantasy-reality, -Realistic threats and dangers, especially
distinction, limited capabilities for anstract things that can happen children
thought -Violence or threat of violence.
-Victimization of children
13 and older: Grasp of fantasy-reality -Realistic physical harm or threats of intense
distinction and abstract reasoning awareness harm
of world issues; ambiguity about -Molestation, sexual Assaoult, and stalking
supernatural forces -Threat from alliens, demonic possession, or
supernaturel power
-Global threats
(Gentile, 2003. Media Violence and Children, p190, Istanbul: Fatih university Press)

*Mass Violence on Children: There are a strong correlation between media violence and
aggressive behavior within vulnerable part of youth. Considering the finite amount of time in
a child's day, frequent exposure to violent media content affects children's behaviors,
attitudes, and perceptions while depriving them of opportunities for viewing equivalent
amounts of social behaviors as viable solutions to interpersonal problems.

Most young children imitate aggressive acts on TV in their play with peers. Generally
children are unable to distinguish between fact and fantasy and may view violence as an
ordinary occurrence. In general, violence on television and in movies often communicate a
model of conflict resolution. It is well organised, frequent, and inconsequential. Heroes are
violent, and as such, are rewarded for their behavior. They become role models for youth. For
them it is cool to carry an automatic weapon and use it to knock off the bad guys. The typical
scenario of using violence for a righteous cause may translate in daily life into a justification
for using violence to retaliate against perceived victimizers. Hence, vulnerable youth who
have been victimized may be tempted to use violent means to solve problems. Unfortunately,
there are few, if any, models of nonviolent conflict resolution in the media. Additionally,
children who watch televised violence are desensitized to it. They may come to see violence
as a fact of life and, over time, lose their ability to empathize with both the victim and the
victimizer. Nowadays violent incidents are highest in children's programming, for the
entertainment industry, whether in action drama or homicide and detective programs, violent
death is a tool to drive tension and propel dramatic action. And these Aggressive behavior and
attitudes which they learn at young ages can result in lifelong violence unless there are
interventions.

“Violent behavior is a preventable problem. There is a wide availability of broad-based

programs. Reduction in media violence and access to media violence are a component of
these programs”. (Kubey, R. W., & R. Larson, 1990. The Use and Experience of the Video
Media among Children and Young Adolescents)

*Mass Media and identity Development : Young people are surrounded by influential
imagery, especially that of popular media. It is no longer possible for an identity to be
constructed merely in a small community and only be influenced by family or culture.
Nowadays, arguably everything concerning people lives is seen to be constructed by media.
Therefore, it is obvious that in constructing an identity adolescent would make use of imagery
derived from the popular media. For example, it is becoming increasingly common for young
children to have their own television and music systems in their bedrooms whilst also having
easy and frequent access to magazines especially aimed at the developing child and/or
teenager. So, if young people have such frequent access and an interest in the media, it is fair
to say that their behaviour and their sense of self will be influenced to some degree by what
they see, read, hear or discover by themselves. Such an influence may include a particular
way of behaving or dressing to the kind of music a person chooses to listen to or a movie
actress. These are all aspects which go towards constructing a person’s own personal identity.

“Individuals actively and creatively sample available cultural symbols, myths, and rituals as
they produce their identities. For teens, the mass media are central to this process because
they are a convenient source of cultural options.” (Hamley, 1994. Media use in identity
construction, p813). Thus, the media use accumulated experience contributes to the
cultivation of a child’s values, belief, dreams, and expectations, which shape the adult, a child
will carry and modify throughout his or her life. The potential contribution of the media
development is immense

Teenager also use media and the cultural insights provided by them to see both who they
might be and how others have constructed or reconstructed themselves… individual
adolescents…struggle with the dilemma of living out all the "possible selves". When
considering how much time adolescents are in contact with the popular media, be it television,
magazines, advertising, music or the Internet, it is clear to see that it is bound to has a marked
effect on an individual’s construction of their identity. This is especially the case when the
medium itself is concerned with the idea of identity and the self; self-preservation, self-
understanding and self-celebration.

These influences also extends into how they (children) view themselves and others.
Television shows portray women in a certain way. Generally focusing primarily on their
attractiveness; or at least Hollywood's version of it. These images from movies, television,
and all kinds of advertisements bombard mostly teenager girls; often with the effect of
creating an unattainable image in their minds of how they should appear. Then illness such as
Anorexia (loss of appetite), Bulemia (eating disorder), low self-esteem and a host of other
problems can result. These images of course, can also effect the expectations that men have
regarding how women should behave and look. Such models provided by the television, and
indeed the Internet have not always been available for use to young people growing up. But
these days, it is quite common for children to construct his/her identity according to the “Start
or Hero” (s)he has seen in advertisement, magazines, billboards, on television or the Internet.

*The effect of music in childhood and adolescence: Children have a natural love for music.
They love a good tune with an energetic beat. Furthermore, adolescents are also able to gain
material to construct their identities from listening to music and especially when they pay
close attention to the lyrics of songs. Sometimes, a young person is able to find a certain line
of a song which completely sums up how they feel, and this can go towards making them feel
more secure in themselves and therefore enabling them to pursue a specific area of their
personality further.

According to Southgate a new study in the journal Social Science Quarterly reveals that
music participation, defined as music lessons taken in or out of school and parents attending
concerts with their children, has a positive effect on reading and mathematic achievement in
early childhood and adolescence. Additionally, socioeconomic status and ethnicity affect
music participation. Music is positively associated with academic achievement, especially
during the high school years. However, not all adolescents participate in music equally, and
certain groups are disadvantaged in access to music education. Families with high
socioeconomic status participate more in music than do families with lower socioeconomic
status. In addition to social class as a predictor of music participation, ethnicity is also a
factor. Asians and Whites are more likely to participate in music than are Hispanics. While
young Black children attended concerts with their parents, they were less likely to take music
lessons (2009). Therefore music participation, both inside and outside of school, is associated
with measures of academic achievement among children and adolescents. Further work may
improve processes of music involvement, as well as how background inequalities and music
involvement interest in relation to educational performance.

*Sex in the media, influence on Children and Adolescents: The strong relationship between
media and adolescents' sexual expression may be due to the media's role as an important
source of sexual socialization for teenagers. The Internet has increased dramatically the
availability of sexually explicit content. Computer and Internet use is diffusing more rapidly
than any previous technology. “The word sex is the most popular search term used on the
Internet today” (Atlas, 2001as cited in Brown 2005). Children and teenagers who are exposed
to sex through the media are more likely to engage in sexual activity than those who are not.

Adolescence is a developmental period that is characterized by intense information, seeking,

especially about adult roles and, given the lack of information about sexuality readily
available to teens, adolescents may turn to the media for information about sexual norms.

“When asked where they have learned the most about sex, younger adolescents (13-15 years
old) rank the mass media fourth behind parents, friends, and schools. Older adolescents (16-
17 years old) put friends first, then parents, and then the media. More than half of the high
school boys and girls in a national survey in 1997 said they had learned about birth control,
contraception, or preventing pregnancy from television; almost two thirds (63%) of the girls
(and 40% of the boys) said they had learned about these topics from magazines” (Sutton;
Brown; Wilson; & Klein, 2002).

Film, television, music and magazines are ways and guides for teenagers seeking information
about sex. Then the media have a great influence on children’s sexual behavior and
relationship with their parents and peers.

*Media effect on societies: Society is influenced by the media in so many ways. As this is
media for the masses it helps them get information about a lot of things and also to form
opinions and make judgment regarding so many issues. It is the media which keeps the people
updated and informed about whats happening around them and the world. Everyone can draw
something from it.

The media determines what they want people to know without giving the full information
they basically try to tell people how to think. Media heavily influences through the images on
television, internet, and messages sent by radio. These images and messages shape how some
speak, dress, and behave. They affect our society by influencing individual beliefs and
opinions. They do much more than report the news.
Many people have a presence on one of the social networking sites and, many of us are
addicted to it and why not, for it is the quickest way to contact our friends and make a long
‘friend's list’. However, like every good thing, it has a flip side as well. Social networking
sites such as Facebook, My Space and Tumblr etc, can also have a negative effect. For
example it we may lack socialisation, the time spent on the internet takes away the time we
would otherwise have spent socialising and meeting 'real' people in a 'real environment'. We
might be getting connected with our online friends every day but physically, we are spending
less and less time outdoors and with other human beings.
Mass media also may have a negative effect on health, “Researchers have found that there
appears to be a positive correlation between hyper networking, which is more than three hours
of internet time, and negative health behaviour such as depression, drug abuse and isolation
among teenagers. In extreme cases, the negative effect can even extend to suicide”. (Marsh,
2012, how soical media networks can affect society).

Social networking sites are also famous for defaming and negatively portraying brands,
companies, celebrities, as well as members of the general public.

CONCLUSION

Since the Media is fact almost unavoidable, parents can communicate their personal feelings
about undesirable programs both by discouraging their children from watching them and by
writing to their local television station or to the program’s sponsors. The public does have a
voice. Clearly, not all programs need please everybody. They should also most of the time
assist their children, follow their activities (through the kids ‘media use) and be their
collaborators at every step of their lives. In that way the Media may not affect children badly.

REFRERENCES

-Gentile; Douglas; Walsh; David, A normative study of family media habits, 2002

-SINGER, 2001, Children and the media. Istanbul: Fatih university Press

-Gentile, 2003. Media violence and children. Istanbul: Fatih University Press. P4

-Singer, Slovak, Fierson; & York 1998; as cited in Gentile, 2003. Media and fears in children
and adolescents. P187

-Gentile, 2003. Media Violence and Children, p190, Istanbul: Fatih university Press

-Kubey, R. W., & R. Larson, 1990. The Use and Experience of the Video Media among
Children and Young Adolescents

Hamley, 1994. Media use in identity construction, p813

-Marsh, 2012, how soical media networks can affect society

- Sutton; Brown; Wilson; & Klein, 2002