VERY rough draft

VERY VERY Rough Draft—Television in moderation

Television has the power to fascinate and transfix its viewers. That is the danger. Viewers may decide to watch a one-hour educational program, but find themselves immobilized by TV’s power and end up “watching” longer than originally planned. As adults, American’s have this very problem, and their children are developing the very same problem. Depriving children of television because of older generations’ inability to delegate their time will not solve anything. Children should be allowed to watch television in moderation, and under parental guidance. There has been three decades of research on children and television. Experts and children advocates are torn between whether or not to allow children to watch television. But, there is a difference between having full reign over the television and watching television with guidelines in mind. Television is not necessarily a negative form of entertainment, but when misused, it can have negative effects on a developing mind. There is a middle ground that must be found involving children and their television watching habits. As a society, with such an emphasis on entertainment, it would be completely impractical to remove television from one’s life. Television has become a staple in today’s world; there is absolutely no way to avoid it. A study found that, “There are 59.5 million children in the television audience: 16.0 million children aged 2–5, 22.2 million aged 6–11, and 21.3 million children aged 12–17” (Alexander, 2002). Because few seriously believe these millions of children are simply going to stop watching television, the battle that actually seems worth fighting is the one to ensure that what children watch is “quality” programming; we must find televisions positive aspects and utilize them to our advantage.

The American Academy of Pediatrics (1999) has recommended that children younger than the age of 2 not be exposed to any screen media and that parents limit older children’s television use to no more than 2 hours a day. This is because; watching television for long periods each day affects concentration and mental persistence. There's no doubt that kids who are heavily into TV have a shorter attention span and less self-control (source). Evidence suggests that for most Americans, television use is very much a default activity, filling in the majority of free time for both children and adults. Children in particular spend large percentages of their time with television, more than in any other single activity except sleeping (Huston & Wright, 1997). 39% of children between the ages of 0 and 4 live in households where the television is on always or most of the time, even if no one is watching. This was true for 29% of 5-to 6-year-olds as well (source). This is why it is crucial to teach your child good habits. Limit the number of television hours to less than 2 hours of quality programming. Stock the room that you keep your television with other forms of entertainment, such as books, board games, and puzzles that way it will not become a habit to walk in a specific room and turn on the television. Keep televisions out of your child’s bedroom. Turn your television off during meals and during homework time. Television should be a privilege that your child should earn, not a right your child has. Make sure your child does homework and all chores before watching television. As a parent, set a good example by limiting your television time and what you watch during that time. The American Academy of Pediatrics (1999) says that social interaction is required for proper brain development, and it is assumed that time spent watching television would take time away from time spent with parents, siblings, and other children. In order to deviate from this anti-social behavior, have a family television schedule. Choose certain programs that you watch together as a family, each week, in order to promote family bonding. After your scheduled program is over, turn the television off, instead of channel surfing until you find something that catches you or your child’s eye. Talk to your child about what your child sees on television. Make sure to share your values together. Talk with other adults about what they watch with their children. Offer fun alternatives to television such as: board games, read together, crafts, play outside—make it quality time.

Television in moderation can be a good thing for a child. These days television programs teach children an array of things from the alphabet, to wildlife and current events. Television not only provides a source of good education, but can be a healthy form of entertainment, if used in moderation. Smart Television Alliance (2008) suggests programs such as: Arthur, Charlie and Lola, Sesame Street, Reading Rainbow, Handy Manny, Wonder Pets! and Dora the Explorer. Television is now present in the lives of most children around the world, suggesting that it can be a powerful teacher. And, indeed, the last three decades of research on children and television demonstrates that children can and do learn from content on TV. Moreover, young children’s readiness to learn about new and unfamiliar things makes television an especially effective teacher about people, ideas, and events outside of the child’s own experience. We also know that what television teaches depends on the content to which children are exposed. While most of the research on the educational impact of television has been conducted on planned educational programming and its effects ( e.g., the effects of “Sesame Street” and other preschool educational television shows on children’s academic achievement), there is recent research that demonstrates that adult-directed television news programming is introducing children to the adult world of ethnic conflicts, terrorism, and war. Children are clearly learning about other cultures and national conflicts from war coverage. In a today’s society, there is a need to extend television to teach a full curriculum, from cognitive skills to feelings and dispositions, including the way children think about people who might look or seem different and how they might behave towards others. Children need programs that aim to address cultural differences for American children. Sesame Street is a great example of “quality” programming. In the last 35 years, they have harnessed the power of television to transcend physical and cultural borders, to influence lives, and to prepare children to flourish and learn in our ever more connected world. These programs give children the opportunity to have fun while learning. Most of all, monitoring your child’s television intake is critical. Children need a strong balance between playing with their friends, exercising, reading, and watching quality programming.

Allowing your child to watch television has its advantages, but plopping a child in front of the screen and giving them full reign is not going to endorse positive behavior. A good alternative would be to monitor what your child watches with parental ratings. In 1996 Congress asked the broadcasting industry to establish a voluntary ratings system for TV programs. The industry did so by creating the ratings system known as “TV Parental Guidelines.” This system was established by the National Association of Broadcasters, the National Cable Television Association, and the Motion Picture Association of America. Ratings appear in the corner of all television screens during the first 15 seconds of each program. There are six possible ratings, but the first three are the only ones suitable for children: TV-Y (All Children) found only in children’s shows, means that the show is appropriate for all children, TV-7 (Directed to Older Children) found only in children’s shows, means that the show is most appropriate for children age 7 and up, and TV-G (General Audience) means that the show is suitable for all ages but is not necessarily a children’s show. TV-Y ratings and TV-7 ratings mean that these shows contain mild fantasy violence or comedic violence that may scare younger kids. Make sure you’re familiar with the programs you are allowing your child to consume.

**A study, where the amount of television exposure was being correlated with children’s letters to Santa, found that children who watch television requested more branded items than children who watched less television. However, the children’s requests did not correlate with the most frequently advertised toy products on television. Almost 90% of the toys advertised did not appear once in the children’s letters. However, the study found that children who watched television alone are more susceptible to advertising (source—Santa). These results suggest that television’s effects on children are situational. If parent’s teach their children to be savvy consumers by talking about what their children think while watching programs together, asking their opinions, and explaining that commercials and ads are designed to make children want things that they don’t need or even want, then advertising on television would not be an issue. Help children understand that those ads are made to make children think that those products will make them happy; talking to kids about reality will help put things into perspective. **

Dr. Walsh, the President of National Institute on Media and the Family, and many other experts, agree that parents should establish family rules for television viewing. Experts suggest to: Watch TV with your kids, discuss with them what you just watched, question what you see on TV, talk back to the TV if necessary to clarify an issue, and watch selected shows, not just whatever is on. Talk to your children about what they learned and what they got out of a show. If they see violent images or negative stereotypes, talk to them about it. Explain that these things are bad—and why—and talk about what real violence does to people. (Source). Moral reasoning has been identified as the ability to make and offer explanations for ethical choices. These choices might be based on standards of personal and societal justice or care and responsibility. Moral reasoning emerges from individual’s internal construction of the social world—specifically, their internalized state of right and wrong. In the case of moral reasoning, socializing agents influence a child’s initial schemas about moral dilemmas. Initially children’s schemas are guided by their own needs. But, the interaction with a broader social environment spurs the development of more elaborate schemas. Those who blame television for the “erosion of standards of decency” are often contradicted by those who argue that family, not television, provides the most important role model for children (WARTELLA). Whereas television may provide a model that influences various behaviors ranging from sharing to aggression, children certainly learn at least as much from live models as they do from mediated ones. Parents who model positive behavior for their children tend to have children who behave in a similar positive way.Children are more likely to be able to utilize moral reasoning if their families talk to them about moral issues (e.g., how to deal with an aggressive classmate). Open discussion in the family will help children to establish schemas to deal with moral dilemmas. In other words, open family discussion about moral dilemmas may help generate, moderate, and change children’s moral schemas. "Watching television with your children is a time you can share with them and it enables you to see exactly what they're learning," says Marjorie J. Hogan, M.D. (source). When possible, limit viewing to educational shows, news (for children of appropriate age) and occasional entertainment, not constant escapism. Children need to learn that entertainment comes not from a screen but from self-generated activities.



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Alexander, Alison, Hoerrner, Keisha, Benjamin, Louise, Kang, Seok. “Quality Standards in Children's Programming: An Independent Observation of Industry Claims.” Mass Communication & Society (Fall2002) 5.4: 383-393.
Wartella, Ellen. Knell, Gary E. “Raising a World-Wise Child And the Power of Media: The Impact of Television on Children’s Intercultural Knowledge.” Phi Delta Kappan (Nov. 2004) 86.3: 222-224.