WATCHING TELEVISION CAUSES NEGATIVE INFLUENCE ON THE CHILDREN Research Background Television is invented for the purpose of sharing

the information and if not, at least for the entertainment. The family who use has a ritual in sitting in front of television while watching television might share their point of views but can affect the appetite of the children. The viewers that can be more affected by watching television are the children or youth. This is commonly noticed while the children or youth are alone in the comfort of their home and boredom knocks in. Based on the previous cases studied by the researchers, there are two opposing effects in watching television positive and negative effects. Statement of the Problems There are two problems identified in the study: 1. What are the effects of television on children particularly on their cognitive and social

development? 2. What are the contributed factors of television regarding the determination of attention

disorder? Research Aims and Objectives The main aim of the study is to investigate the effects of television on children. In order to provide the information needed, there are objectives that can help the researchers to align their findings. First is to determine the issues among the children of today. Second is to relate the link of television on the identified behaviours. Third is to recognize the perception of parents and children regarding the television. And fourth is to understand the government actions in reducing the negative impacts identified for the good of the children.

Research Questions 1

There are four relative questions that can be used to assess the impact of television on children. 1. 2. 3. What are the common issues of children which creates problem for parent? What are the observed effects in watching television? What are the perceptions of parents regarding the television program that the children are

watching at home? 4. Is there any governmental policy that regulates television shows?

Significance of Study The paper is one of the course requirement especially for Research Methodology subject. It will be providing comparative study to the following researcher who will perform project in the same area. In addition for broader purpose it will identify possible strategies to be taken in answering similar case in the future. The idea of solving measures that will elaborate in this project paper may be beneficial as input to decision maker. Conceptual Framework There are four pillars which are composed of two elements that are known to be communication and entertainment. Within the framework, the researchers can assess the effects of television particularly on the children interest, social interaction, connectivity, information sharing and others to determine the effects that might affect their behaviour. For academic purposes, the development process of the framework are as follows:

Theory: Watching television causes negative influence on the children. 2

Hypotheses: H0 : There is no significant relationship between television and negative behaviour among the children. H1 : There is a significant relationship between television and negative behaviour among the children. Variables: This research consists of two variables, independent and dependent variables respectively. - Independent variable: Television. - Dependent variable: Negative behavior of the children. Relationships between variables: Childrens Negative Behaviour (Dependent variable)

Television (Independent variable)

Operationalise variables: To measure the variables, (i.e builds the questionnaires): - The children like watching tv - Frequency of watching television- Duration of each session - Types of programme - Parental guidance Units of analysis: Gender Age of children

Cross-sectional study: The comparison study to be carried out between the gender and the age of children.

Theoretical Framework Diagram: 3

Television

Childrens Negative Behaviour

(Independent variable)
1) Control of watching time. 2) Control of programme. 1) Age 2) Gender

(Dependent variable)

(Moderating variable) Hypotheses:

(Intervening variable)

H0 : There is no significant relationship between television and negative behaviour among the children. H1 : There is a significant relationship between television and negative behaviour among the children.

Conceptual Framework:

EDUCATION

SOCIAL ENVIRONMENT

EMOTIONAL FACTOR

IMPACT TO CHILDE REN

TECHNOLOGY

BEHAVIO UR

ENTERTAINME NT

PARENTAL/ HOME FACTOR

ENVIRONMENT

Literature Review There is very little experimental research on the effects of television on infants and toddlers and no direct research on the effects of background exposure. The studies that have examined long-term effects of early television exposure are co-relational and do not account for content of the programs, thus combining exposure to age-appropriate and background television. Several studies have revealed that the level of ambient background noise in the home and household chaos are negatively related to cognitive development in the first five years of life. Because television is a major contributor to the level of ambient noise in these studies, it may play a disruptive role, as hypothesized. Nevertheless, the studies cited above that found negative outcomes associated with television exposure do not allow causal relationships with television to be conclusively inferred. It is possible, of course, that background television does not induce effects that are necessarily negative, but instead induces a characteristic style of attention deployment, a style that may be appropriate in some situations, but not in others. These distinctions (attending sequentially versus simultaneously to multiple information sources) are produced by substantially different childhood experiences 5

and may prove optimal in different situations (e.g., learning in school versus observationally learning from village activities). From this point of view, background TV may induce an attention style that is not necessarily negative in all situations. For example, it is possible that it can provide some basis for later multi-tasking skills. Contemporary American youth are characterized as simultaneously talking on cell phones and playing computer games even as they monitor TV. It has not yet been shown whether such media multi-tasking is associated with generally positive or negative outcomes. Too Much TV Can Have Negative Impact On Children Children love watching television and movies, but too much of it during developmental years can have a significant negative impact on them, experts say. Health providers and teachers across the country are reporting faltering academic abilities, attention problems and language difficulties with both reading comprehension and oral expression. Research suggests a strong link between many of the growing problems and excessive use of television, says Dr. Ellen Abell, a family and child development specialist with the Alabama Cooperative Extension System. Children watch so much television today. They also play video games, watch movies and use computers much more than children did a few years ago. As children do this, they tend to lessen other important activities that aid in development of reading, social and some types of thinking skills. Other concerns for children include that they maintain good eyesight and physical fitness. Studies show that long periods of television may hamper development of the pre-frontal cortex -- the area of the brain responsible for planning, organizing and sequencing behavior for self-control, moral judgment and attention, says Abell. Some researchers believe this may be one explanation of the widespread problem of attention deficit disorder and some behavior problems. While some children have always been more prone than others to attention problems, cases have increased, and studies link the increase to the concurrent rise of television watching in the day-to-day activities of children. The visual nature of television or other media stimuli do not develop the part of the brain responsible for language. Children who watch too much television and do not read enough may have trouble paying attention and listening to comprehend language. 6

It's important that parents take time reading out loud to their children and help them develop their own reading and comprehension skills. Abell suggests that parents make plans with their children for weekly television viewing. Select shows that you will allow children to watch instead of leaving the television on all the time, says Abell. Children who have televisions or computers in their rooms tend to watch more programs and play on the computer with less supervision. Adults should be available to watch with their children to ensure they view appropriate programs. Emphasize that homework comes first and that it requires a student's full attention, without the distraction of television, says Abell. With a little planning, parents can protect children from the negative effects of television and other media. Keep common sense in mind, says Abell. "If children watch television or are on the computer all the time, then they will not get the three to four hours of vigorous activity and play time needed for health development, and they will not read and converse with their parents enough to develop some important social skills. " (SOURCE: Dr. Ellen Abell, Extension Family and Child Development Specialist, Alabama Cooperative Extension System, (334) 844-4480) Impact of television on children. Television viewing has a great impact on various aspects of child's life. This study was carried out at Sir Padampat Mother & Child Health Institute, Jaipur (Rajasthan). The aim was to study the effects of television viewing on a child's eating habits, general physical health, physical activities, interest in study and school performance. Only 250 children of 3-10 years age groups were studied for a period of nine months (January 1992 to September 1992). Average duration of television exposure to an individual child was 18.5 hours per week in the study. Significant changes were observed in a childs' eating habits, weight, physical activity, sleep pattern, interest in study and general physical health. Increase in weight was observed in 19.6% children suggesting that the television viewing may predispose to childhood obesity. In 30.4% cases decrease in physical activity was found, 18.4% children showed decreased interest in study, while 10% children showed decrease in school performance, and sleep pattern was disturbed in 24% children. Medical problems were found in 11.6% children. Significantly two children had precipitation of fits on television viewing. (Source Department of Pediatric Medicine, Sir Padampat Mother and Child Health Institute, SMS Medical College, Jaipur). 7

The effects of television on child health: implications and recommendations The exposure of American children and adolescents to television continues to exceed the time they spend in the classroom: 15000 hours versus 12000 hours by the time they graduate. According to recent Nielsen data, the average child and/or adolescent watches an average of nearly three hours of television per day. These numbers have not decreased significantly over the past 10 years. By the time a child finishes high school, almost three years will have been spent watching television. This figure does not include time spent watching video tapes or playing video games. Based on surveys of what children watch, the average child annually sees about 12000 violent acts, 14000 sexual references and innuendos, and 20000 advertisements. Children and adolescents are especially vulnerable to the messages communicated through television which influence their perceptions and behaviours. Many younger children cannot discriminate between what they see and what is real. Although there have been studies documenting some prosocial and educational benefits from television viewing, significant research has shown that there are negative health effects resulting from television exposure in areas such as: violence and aggressive behaviour; sex and sexuality; nutrition and obesity; and substance use and abuse patterns. To help mitigate these negative health effects, paediatricians need to become familiar with the consequences of television and begin providing anticipatory guidance to their patients and families. In addition, paediatricians need to continue their advocacy efforts on behalf of more child appropriate television. (Source : http://adc.bmj.com/content/83/4/289.full).

Methodology The applied method in the study is the use of secondary information and survey. Through the collection of data, the study can determine the elements that might affect the popularity of television as well as learning the effects it might deliver. The materials can be used are books, journals, reports, and previous researches. On the other hand, the survey is used 8

to recognize the perceptions of parents in the role of television on their childs performance on either school or within the household. Chapterisation CHAPTER I: INTRODUCTION 1.1 1.2 1.3 1.4 The Background Problem Statement Objectives of the Paper Significant of the Study

CHAPTER II: LITERATURE REVIEW 2.1 Introduction

CHAPTER III: METHDOLOGY 3.1 3.2 3.3 3.4 Introduction Television Programme Television Positive Influence Television Negative Influence

CHAPTER IV: ANALYSIS AND DISCUSSIONS CHAPTER V: CONCLUSION AND RECEMENDATION Schedule of Work 9

This paper will take place with time arrangement in order to meet the objectives and to complete it on time regarding deteline given by the college. In regard to the timeline this is the following work plan: NO 1. 2. 3. 4. 5. 6. 7. 8. 9. Bibliography 1. Robinson, T.N., (1999) Reducing Children's Television Viewing to Prevent Obesity: A ACTIVITIES Literature review Questionnaire preparation Instruments Pilot Test Questionnaire distribution Interview Group Discussion Data Analys Report Writing DEADLINE Week 1 2 April Week 3 4 April Week 1 2 May Week 3 4 May Week 1 Jun Week 2 3 Jun Week 4 Jun Week 1 3 Jul Week 4 Jul 3 August

Randomized Controlled Trial [Online] Available at: http://www.ncbi.nlm.nih.gov/pubmed/10546696?dopt=Abstract [Accessed 18 October 2010]. 2. Schmidt, M.E., Pempek, T.A., Kirkorian, H.L., Lund, A.F., & Anderson, D.R., (2008) Available at: http://www.srcd.org/journals/cdev/0-0/Schmidt.pdf [Accessed 12

The Effects of Background Television on the Toy Play Behavior of Very Young Children [Online] October 2010]. 3. Witt, S.D., (2000) The Influence of Television on Children's Gender Role

Socialization, Childhood Education, 76(5)

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