Transcript types of media - Emmy Nadia : A Teacher E

TOPIC 7
IMPACT OF MEDIA ON HUMAN
DEVELOPMENT
GENERAL LAWS OF
DEVELOPMENT
•
An infant child comes into the world perfectly good and only
becomes other than perfectly good while growing into adulthood
due to the influences upon him/her during their years of
development.
•
The reason so much evil exists in today's world is not because
human nature is basically evil, but because the influences we
naturally encounter as physical beings in a material world tend
most often to direct our development away from Allah.
•
The influences upon us come from three sources in our
environment, the physical, the social(any influence coming either
directly or indirectly from other people), and from inner speech(the
influence of our own thoughts and feelings).
•
The overall impact upon our development of any single influence
from any of these three sources can be either negative or
positive.
•
Every individual is subjected to many thousands of influences
every day, some of these influences being directed toward evil
and some being directed toward Allah.
•
To overcome the influence of evil (movement toward the material)
and move toward Allah (the spiritual) takes consistent and
concentrated effort
.
•
If we can recognize the affect of these influences upon our
development we can use the laws of learning to limit the affect of
the negative influences upon us and to increase the affect of the
positive influences upon us, thereby moving continuously away
from evil and moving toward Allah.
ALL MEDIA ARE SYMBOLIC
REPRESENTATIONS
Mental Representation
SYMBOL
REFERENT
It involves more cognitive complexity than direct experience.
TYPES OF MEDIA
Television
music/games
Reading
Materials
Radio
Internet
A Kaiser Family Foundation national study of media use
stated:
“the typical American child” spends five hours and 29
minutes a day using media. That's one minute less
than the daily minimum instructional time for Ohio
secondary schools.”
"This is a wake-up call. It says media use is a major
force in an American child's development and
socialization, and we don't know enough about it,"
THEORIES
First theory
Media provide a behavioral model.
Second theory
“Cathartic” or emotional release
Media provide a behavioral model
• Young people engage in casual and
unprotected intercourse
• Eg: They do what they see the people on
TV doing
“Cathartic” or emotional release
• Has ancient roots – used by Aristotle to argue for
the use of drama as a tool to prevent warfare.
• Been used to justify the display of violence in the
media.
• Individuals were thought to obtain some
understanding of the consequences of violence
by seeing it enacted and therefore would not
desire to participate in such behavior
themselves.
Factors that influence media
related outcome
• Children with emotional or developmental problems are
more likely to have difficulty understanding television and
advertising in the same way as their peers.
• Children up the age of 10 years are able to understand
the full reality of television programs depends on their life
experiences and knowledge of television techniques.
• The growing perception that streets and neighborhoods
are unsafe is likely to increase the degree to which
parents encourage their children to remain indoors.
CHOOSING YOUR MEDIA
Positive influences of media
• Choice of program makes a considerable difference to
children’s skills and knowledge
• Provide children with a broader range of life situations
and possibilities to explore through their play
• Teach positive social behaviors
• Selective viewing can promote academic abilities
• Video games involving information, academic content
and problem-solving have been shown to accelerate
children’s learning
• The breadth of information available on the Internet is
clearly able to broaden children’s knowledge and
understanding of the world.
• Media campaigns can change the knowledge and
attitudes of parents.
Good Media Influences towards
children:
SESAME STREET
•
toddlers can learn valuable lessons about:
- racial harmony,
- cooperation,
- kindness,
- simple arithmetic and the alphabet through an educational
television format.
•
Some public television programs stimulate visits to the zoo,
libraries, bookstores, museums and other active recreational
settings, and educational videos can certainly serve as powerful
prosocial teaching devices.
•
The educational value of Sesame Street, has been shown to
improve the reading and learning skills of its viewers.
Bad Media Influences towards
children:
The average child sees 12,000
violent acts on television
annually, including many
depictions of murder and rape.
• More than 1000 studies confirm that exposure to heavy
doses of television violence INCREASES aggressive
behaviour, particularly in boys. Other studies link television
or newspaper publicity of suicides to an increased suicide
risk.
Negative influences of media
• Violence
Children who watched more violence on the media were
more likely to:
• Become emotionally desensitized to violence;
• Avoid taking action on behalf of a victim when violence
occurs;
• Believe that violence is inevitable;
• Believe that violence is an acceptable way of solving
conflict;
• Believe that world is a violent place, leading to greater
anxiety, self-protective behaviors and mistrust of others;
• Use violence themselves.
 The following groups of children may be more
vulnerable to violence on television:
children from minority and immigrant groups;
emotionally disturbed children;
children with learning disabilities;
children who are abused by their parents; and
children in families in distress
 Physicians who see a child with a history of
aggressive behaviour should inquire about the
child’s exposure to violence portrayed on
television.
• Obesity
Generally obesity results from an imbalance between
calories eaten and calories expended through activity
and exercise. Television (and media behaviors) upsets
this balance through:
• Reduced metabolic rate when watching TV and other
media activities;
• Reduced activity because of what they are not doing
whilst they are interacting with the media. (Children who
watch more TV play less sport);
• Increased food and calorie consumption (that may be
influenced by advertising or result from “snacking”
opportunities).
Children sees about 40 000 ads on television
alone
The majority of which are for candy, cereal, soda
and fast food.
Some carry messages about nutrition and some
link to the childhood obesity epidemic.
• Harmful substances
Media exposure to level of alcohol use in teenagers.
- In US alcohol, tobacco or illicit drugs were present in 70
percent of prime time network drama, 95 percent of top
grossing movies and half of all music videos.
• Suicide
Reporting and portrayal of suicidal behavior in the media
may facilitate suicidal acts by people exposed to such
material. When suicide occurs in clusters it can be a
result of young people imitating others who have recently
committed suicide.
• Sexual behavior
-The primary source of information about sex for children
and teenagers may be related to the media.
- Effects due to potentially harmful messages about sex
in the media may minimize any messages children
receive from other sources (such as school sex
education programs).
- Teenage males with the highest rates of sexual
behavior watched more television, and were more likely
to watch television away from the rest of their family.
• Sexual solicitation
-19
percent of children and youth aged from 10 to 17
years who used the Internet regularly had been
approached through the Internet (usually in chat rooms)
for sexual contact.
- 27 percent of adolescent Internet users reported being
contacted by a sexual predator whilst using chat rooms.
How to overcome………
PARENTS
COMMUNITY
• Parents :
 explore media together and discuss their educational value.
 help children differentiate between fantasy and reality,
 A central location is strongly advised with common access
and common passwords.
 Families may want to consider more active and creative
ways to spend time together
 Older children should be offered an opportunity to make
choices by planning the week’s viewing schedule in advance
• Community:
 Provide parents with resources and information to promote
media awareness programs in their communities and
schools.
 Express support for good media ( to write to stations that
broadcast responsible and good television programs)
 Support efforts to eliminate alcohol advertising on television
with the same enthusiasm that led to the elimination of
tobacco advertising.
 to talk to parent groups, school boards and other
organizations about the impact of media on children and
youth
Limiting Media Exposure:
•
consider both dosage and content when planning their children's
TV or computer time
•
Show examples of good exposure include interactive computer
programs that teach academic skills.
•
David Walsh, president of the National Institute on Media and the
Family(US) Dr. Walsh recommends that children under 3 be limited
to 2 hours of electronic media activity per week, in order to spend
as much time as possible interacting with people and developing
social skills.
•
"There's not a [computer-based] counting program in the world
that will take the place of sitting on a bed and counting socks with
Mom or Dad."
ISSUES
MEDIA ON RISE…
• The Kaiser Family Foundation, an independent national
health care philanthropy, surveyed 3,155 children ages 2-18
from last November to April. One of the foundation's goals
is to examine the impact of media on society.
The study defined media as TV, computers, video games,
radio, books, magazines, audio tapes or compact discs.
FINDINGS …
Among children 8 and older, 65 per cent have a bedroom TV and
21 per cent have a bedroom computer. Of all children ages 2-18,
more than half (53 per cent) have a bedroom TV.
Of all kids, 69 per cent have a computer at home, and 45 per cent
have Internet access at home.
Of children 8 and older, 61 per cent live in homes with no rules
about TV use.
The study also yielded a couple surprises:
Only 9 per cent of children spend more than an hour daily using the
computer for fun.
82 per cent of children read for fun daily, averaging 44 minutes a day
(excluding school or homework).
MEDIA POLICY
• Media Ownership
Public has serious concerns about the negative impacts
that increased concentration of media ownership can
have on children's programming.
• Digital Television
Children’s Media Policy Coalition is trying hard in
overcoming powerful opposition and securing new rules to
improve children’s television as the nation’s broadcasters
transition to digital television.
• Legislation
In February 2005, Senators Lieberman, Brownback,
Clinton and Santorum, re-introduced legislation that
would fund a program to study the role and impact of
electronic media in children's development.
• Interactive Advertising
As television transitions to digital, children will be able to
view television and access the Internet from the same
platform. We are concerned about new marketing
practices that will target children when television goes
interactive.
TV Ratings
• Parents are encouraged to educate themselves
about the content of the programs their children
watch.
• They should learn about the television ratings
and the Television Parental Guidelines Oversight
Monitoring Board.
• Parental attitudes play a large role in determining what
children watch. Parents’ attitudes were related to social,
educational (level of parent education) and economic
(level of family income) factors.
• Parents’ understanding of the technology, and beliefs
about the possible benefits and harms of different types
of media.
• Specific family factors also influence viewing behavior
eg. : If there are more television, there are more
television viewing.
Children who are unsupervised are liable to watch a
good deal more TV
CONCLUSION
CONCLUSION
The development of adolescents is largely
dependent on the environmental influences
that are present in a child's daily life. Media is
such a prevalent and influential presence in
our society that it is important that we
understand the impact it has on our youth.
Hopefully, through a better understanding of
the power of media, we can use it in a healthy
and productive way to educate our children.
ISLAMIC POINT OF VIEW:
•
•
When we see an influence upon us that we
know would push us away from Allah we can
say things to ourselves using inner speech that
can take away the power of that negative
influence.
When we see an influence upon us that we
know would help us move toward Allah we can
say things to ourselves using inner speech that
can add greatly to the power of that positive
influence
On the authority of Abu Hurairah, radiyallahu 'anhu, who said :
The Messenger of Allah, sallallahu 'alayhi wasallam, said :
"Part of the perfection of someone's Islam is his leaving alone that
which does not concern him."
[Hadith hasan - Recorded by Tirmidhi]
• The Soul of your child is like an uncut
precious jewel entrusted into your care
by Allah. To you is given the awesome
responsibility of shaping that precious
jewel into a beautiful form, pleasing to
the eye of Allah.
Discussion
• Can the mass media be used
to promote responsible sexual
behavior among youth?
THE END
Presented by:
Nur Hidayah Binti Yusuf
Nurul Nisshak Binti Baharudin
Sirajun Munira Binti Sahrudeen