In today’s world, television plays a key role in most family households. Although it was invented over half a century ago, television is currently part of most children’s daily lives (Martin-Biggers, Alleman & Bryd-Bredbenner, 2015). Lack of parental involvement in the child’s life has led to these children turning to television as their main source of companionship and entertainment. The effects of television viewing on a child’s behavior are a highly contested issue with psychology and child development incorporating the outcomes of children from the duration and content of their exposure to television programming (Lopez Valley, 2006). These effects have brought about numerous responses from politicians, parents, and researchers that have led to a discussion that dates back to the medium’s introduction in the ‘40s. Notably, it is quite hard to claim that children and youths are not influenced by what is broadcasted on television.
While television programs can be educational, most children tend to watch too much television. This usually steals time from critical learning activities, play, exercise, reading, and/or even studying (Fuenzalida, 2006). With regards to programs and films, television can show drug and/or alcohol use, sexual behavior, and smoking before a child is psychologically ready to comprehend such issues and exercise good decision making. This paper aims at generating a solution by following a few steps in creating the problem resolution for the identified issue. It will also highlight some advantages and disadvantages of the possible resolutions to the identified issue of the effects of television viewing on children’s behavior. Also, some limitation and barriers to implementation of the resolution will be discussed, and a conclusion provided at the end.
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Potential resolutions
Among the main potential resolutions to the identified issue would be to prevent or limit television viewing by children in order to eliminate the effects associated with too much viewing. For the identified issues, there are a number of solutions, each with its own set of disadvantages and advantages. The solutions may have an impact on just a single effect or several. Notably, a majority of causes of the extended television viewing in children are due to inactivity or laziness (Carson, Pickett & Jansen, 2010). Being inactive and sitting in front of a television screen tends to create concerns about the child’s social, psychological, and physical state. As already stated, although a majority of educational programs are entertaining, they still expose children to violence and premature sexual behaviors. This has been attributed to many of the programs that are broadcasted being suitable for adults, not children.
Another possible resolution parents should take into consideration when minimizing the number of hours children are spending in front of the television, is assisting them and/or the youth with their homework assignments and attending other external recreational activities that will positively influence their social state and health (Martin-Biggers, Alleman & Bryd-Bredbenner, 2015). Parents can also take their children to visit long time friends or relatives as a way of enhancing their social skills and experiencing a world outside television. According to Fuenzalida (2006), for those who may not have time to take their children out for recreational activities, they should consider having a scheduled time to view television programs as a third resolution. Television watching should be restricted to less than 2 hours daily (Lopez Valley, 2006). With regards to youths, parents should offer them a chance to make decisions by planning the week’s viewing time-table in advance. They should also monitor the youths’ options and act as effective role models. It is necessary for parents to explain why some programs are inappropriate and commend children for making suitable and good choices.
Advantages related to prolonged television viewing by children
A number of television programs are fashioned to educate young children things such as sound and associations, colors, and counting in an engaging and fun manner. Proponents of the influence of too television viewing on children’s behaviors cite that this particular medium can be an effective educator (Carson, Pickett & Jansen, 2010). Watching programs like Sesame Street is a good illustration of how toddlers and young children can learn valuable lessons bout cooperation, simple arithmetic, the alphabet, kindness, and racial harmony (Martin-Biggers, Alleman & Bryd-Bredbenner, 2015). Other public television programs tend to arouse visits to libraries, museums, bookstores, the zoo, and other active recreational environment. So far, the educational value of these programs has been determined to improve the learning and reading skills of its young viewers (Lopez Valley, 2006). Furthermore, stories founded on ethics and good manners can produce constructive social messages in children.
Secondly, exposure by television to celebrities often considered as positive role models can easily mislead children into making constructive behavioral as well as lifestyle transformations (Carson, Pickett & Jansen, 2010). Additionally, there are some programs that are often aimed to be interactive between both the child and the parents/caregiver, and even integrate child and parental characters (Fuenzalida, 2006). Such programs aim at strengthening the parent-child bond. Interestingly, watching television on a time-table where all members of the family are present not only makes it possible to manage what the children watch, but also generates the bonds of communication and union in the bosom family.
Disadvantages related to prolonged television viewing by children
Despite the identified advantages and many others, not everything surrounding television has a constructive effect on children, because if they are not properly educated in their use, it can harm them in terms of their development and behavior. Children and youths who spend too much time in front of a television screen without their parents often dedicate less time socializing relatives, friends and peers among other people (Martin-Biggers, Alleman & Bryd-Bredbenner, 2015). It is important that growing children have direct and constant interaction with their parents and others for healthy development including, suitable cognitive, social, psychological as well as mental development.
Secondly, many are the times when most advertisements shown during key children viewing times such during weekends or early evenings tend to promote unhealthy eating of poor-nutrient foods, drinks, snacks and drinks (Lopez Valley, 2006). Moreover, given that spending too much time watching television often steals much time away from active activities such as exercises and play activities, children who watch too much television often tend to high fat snack foods as they catch up with their favorite programs (Fuenzalida, 2006). Too much exposure to such kind of behavior has been attributed to increased rates of obesity. Recent studies show that advertisements for health foods constitute 4% of the food commercials shown during children’s viewing time (Carson, Pickett & Jansen, 2010). Consuming meals while watching television should be discouraged by parents or guardians because it eventually leads to poor eating habits and less meaningful communication.
Challenges and barriers to implementing the identified resolutions
A number of challenges and barriers to preventing too much exposure to television by children and youths have been observed. One such barrier is lack of affordable alternate activities (Martin-Biggers, Alleman & Bryd-Bredbenner, 2015). Most parents today have to choose between saving money for their children’s future, or taking them to a fun fair, in which case the former always wins. Furthermore, most outside activities for children tend to be quite costly and time-consuming.
Secondly, parents have a busy work schedule and can no longer afford to spend time with their children. When they come home from work, they are usually too exhausted to assist their children with their homework, longing to simply go to bed and wake up the next morning to resume working (Martin-Biggers, Alleman & Bryd-Bredbenner, 2015). Television is seen as a ‘savior’ to such parents who find it convenient as it keeps children occupied for long hours. (Lopez Valley, 2006). Thirdly, most parents today do not know how to be parents and when children come home from school, they only want to spend time way from children in order to complete other activities.
Conclusion
As discussed above, television is currently considered a means of communication that is more available to children at home and to society in general. That is why, parents and guardians should keep in mind that it can affect children and youths both constructively and unconstructively. Children should also be taught how to practice good use of television and make appropriate choices in term of what they watch.
References
Carson, V., Pickett, W., & Jansen, I. (2010). ‘Screen time and risk behaviors in 10- to 16-year-old Canadian youth.’ Prev Med .’
Fuenzalida, V. (2006). ‘Children and television.’ Latin American Journal of Communication , 93. Pp. 40 -45.
Lopez Valley, A. (2006). ‘The children before the television: A pending reflection. Education , 28. Pp. 83 – 103.
Martin-Biggers, J., Alleman, G., & Byrd-Bredbenner, C. (2015). ‘Beliefs and barriers to limiting screentime behaviors by parents of preschoolers.’ Journal of Nutrition Education and Behavior , Volume 47, Issue 4. S61.
