Paediatr Child Health. 2003 May-Jun; 8(5): 301–306.

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PMID: 20020034

Impact of media use on children and youth

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The influence of the media on the psychosocial development of children is profound. Thus, it is
important for physicians to discuss with parents their child’s exposure to media and to provide
guidance on age-appropriate use of all media, including television, radio, music, video games
and the Internet.
The objectives of this statement are to explore the beneficial and harmful effects of media on
children’s mental and physical health, and to identify how physicians can counsel patients and
their families and promote the healthy use of the media in their communities.
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TELEVISION
Television has the potential to generate both positive and negative effects, and many studies have
looked at the impact of television on society, particularly on children and adolescents (1,2). An
individual child’s developmental level is a critical factor in determining whether the medium will
have positive or negative effects. Not all television programs are bad, but data showing the
negative effects of exposure to violence, inappropriate sexuality and offensive language are
convincing (3). Still, physicians need to advocate continued research into the negative and
positive effects of media on children and adolescents.
Current literature suggests the following:

 Physicians can change and improve children’s television viewing habits (4).
 Canadian children watch excessive amounts of television (5,6).
 There is a relationship between watching violent television programming and an increase
in violent behaviour by children (2,7).
 Excessive television watching contributes to the increased incidence of childhood obesity
(8,9).
 Excessive television watching may have a deleterious effect on learning and academic
performance (10).
 Watching certain programs may encourage irresponsible sexual behaviour (11).
 Television is an effective way of advertising products to children of various ages (12).
The average Canadian child watches nearly 14 h of television each week (13). By his/her high
school graduation, the average teen will have spent more time watching television than in the
classroom (2). Studies show how time spent watching television varies between different age
groups and cultures (1,13). This is especially relevant when studying the effects of excessive
television exposure on disadvantaged populations.
The amount of time that younger North American children currently spend watching television
has not decreased significantly (14). A substantial number of children begin watching television
at an earlier age and in greater amounts than what experts recommend (15). Evidence suggests
that television’s influence on children and adolescents is related to how much time they spend
watching television (1,2,16). As a result, with prolonged viewing, the world shown on television
becomes the real world (1,2).
Television viewing frequently limits children’s time for vital activities such as playing, reading,
learning to talk, spending time with peers and family, storytelling, participating in regular
exercise, and developing other necessary physical, mental and social skills (9). In addition to the
amount of time spent in front of the television, other factors that influence the medium’s effect
on children include the child’s developmental level, individual susceptibility and whether
children watch television alone or with their parents.

Learning
Television can be a powerful teacher (17). Watching Sesame Street is an example of how
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 (18). In some disadvantaged settings, healthy television habits may actually be a
beneficial teaching tool (17).
Still, watching television takes time away from reading and schoolwork. More recent and well-
controlled studies show that even 1 h to 2 h of daily unsupervised television viewing by school-
aged children has a significant deleterious effect on academic performance, especially reading
(10,19).

Violence
The amount of violence on television is on the rise (20). 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 (2,21–23). Other studies link television or newspaper publicity of
suicides to an increased suicide risk (24–28).
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 (2,7).

Physicians who see a child with a history of aggressive behaviour should inquire about the
child’s exposure to violence portrayed on television.

Nutrition
Because television takes time away from play and exercise activities, children who watch a lot of
television are less physically fit and more likely to eat high fat and high energy snack foods (9).
Television viewing makes a substantial contribution to obesity because prime time commercials
promote unhealthy dietary practices (15,29). The fat content of advertised products exceeds the
current average Canadian diet and nutritional recommendations, and most food advertising is for
high calorie foods such as fast foods, candy and presweetened cereals (14,29). Commercials for
healthy food make up only 4% of the food advertisements shown during children’s viewing time
(8). The number of hours of television viewing also corresponds with an increased relative risk
of higher cholesterol levels in children (8). Television can also contribute to eating disorders in
teenage girls, who may emulate the thin role models seen on television (8). Eating meals while
watching television should be discouraged because it may lead to less meaningful
communication and, arguably, poorer eating habits (29,30).

Sexuality
Today, television has become a leading sex educator in Canada. Between 1976 and 1996, there
has been a 270% increase in sexual interactions during the family hour of 2000 hours to 2100
hours(31). Television exposes children to adult sexual behaviours in ways that portray these
actions as normal and risk-free, sending the message that because these behaviours are frequent,
‘everybody does it’. Sex between unmarried partners is shown 24 times more often than sex
between spouses (32–35), while sexually transmitted infections and unwanted pregnancy are
rarely mentioned.
Teens rank the media as the leading source of information about sex, second only to school sex
education programs. Numerous studies document adolescents’ susceptibility to the media’s
influence on their sexual attitudes, values and beliefs (34,35).
A detailed guide to responsible sexual content on television, and in films and music can be found
in other peer-reviewed publications (35).
Some people believe that the media can influence sexual responsibility by promoting birth
control, such as condom use. No current empirical evidence supports this concept; it is expected
that the debate will continue.

Alcohol and smoking

Canada’s two largest breweries spend $200 million on advertising each year (36). On an annual
basis, teenagers see between 1000 and 2000 beer commercials carrying the message that ‘real’
men drink beer. Convincing data suggest that advertising increases beer consumption (34,37),
and in countries such as Sweden, a ban on alcohol advertising has led to a decline in alcohol
consumption (38).
Tobacco products are not advertised directly on television in Canada. However, passive
promotion occurs when, for example, a soap opera star lights a cigarette in a ‘macho’ act, a
Formula One race car has cigarette advertising on it or sporting events carry the names of
tobacco companies. There is evidence that passive advertising, which glamorizes smoking (28),
has increased over the past few years.
Television is not the only way that children learn about tobacco and alcohol use; the concern is
that the consequences of these behaviours are not accurately depicted on television. One-half of
the G-rated animated feature films available on videocassette, as well as many music videos,
show alcohol and tobacco use as normative behaviour without conveying the long term
consequences of this use (39).

Advertising
Advertising can have positive effects on children’s behaviour. For example, some alcohol
manufacturers spend 10% of their budget on advertisements warning about the dangers of
drinking and driving. In addition, although some health care professionals disagree about the
health benefits of appropriate milk use, milk consumption has increased as a result of print and
broadcast advertisements.
The developmental stage of a child plays a role in the effect of commercials. Young children do
not understand the concept of a sales pitch. They tend to believe what they are told and may even
assume that they are deprived if they do not have advertised products. Most preschool children
do not understand the difference between a program designed to entertain and a commercial
designed to sell. A number of studies have documented that children under the age of eight years
are developmentally unable to understand the difference between advertising and regular
programming (12,40,41).
The average child sees more than 20,000 commercials each year (12). More than 60% of
commercials promote sugared cereals, candy, fatty foods and toys (12). Cartoon programs based
on toy products are especially attractive. Advertisements targeting adolescents are profoundly
influential, particularly on cigarette use (4).
The question of whether children are more resilient to the influence of television is debated
frequently. Most studies show that the more time children spend watching television, the more
they are influenced by it (4). Earlier studies have shown that boys may be more susceptible than
girls to television violence (25).

Education and parental involvement

High school programs promoting media awareness have been shown to be beneficial (4). They
give students more understanding of how the media may affect them socially. In Canada, the
Media Awareness Network has a number of resources that can be used by both professionals and
the public to promote media literacy. Their resources are comprehensive, current and specifically
applicable to Canadian culture (42).
Parents may use ratings but they must be used with caution. Currently, there is no consensus as
to which rating system works best (43). Parental involvement in determining desirable
programming is the best choice. Parents have to monitor and control their children’s viewing
habits.
Studies show that parents play an important role in their children’s social learning (44), but if a
parent’s views are not discussed explicitly with children, the medium may teach and influence by
default. Other media, such as magazines, radio, video games and the Internet, also have the
potential to influence children’s eating habits, exercise habits, buying habits and mental health. If
children are allowed to be exposed to these media without adult supervision, they may have the
same deleterious effects as television.
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MUSIC VIDEOS
Music videos may have a significant behavioural impact by desensitizing viewers to violence
and making teenagers more likely to approve of premarital sex (45). Up to 75% of videos contain
sexually explicit material (45), and more than half contain violence that is often committed
against women. Women are portrayed frequently in a condescending manner that affects
children’s attitudes about sex roles.
Attractive role models are the aggressors in more than 80% of music video violence. Males are
more than three times as likely to be the aggressors; blacks were overrepresented and whites
underrepresented. Music videos may reinforce false stereotypes. A detailed analysis of music
videos raised concerns about its effects on adolescents’ normative expectations about conflict
resolution, race and male-female relationships (46).
Music lyrics have become increasingly explicit, particularly with references to sex, drugs and
violence. Research linking a cause-and-effect relationship between explicit lyrics and adverse
behavioural effects is still in progress at this time. Meanwhile, the potential negative impact of
explicit music lyrics should put parents and paediatricians on guard – paediatricians should bring
this up in anticipatory guidance discussions with teenagers and their parents. At the very least,
parents should take an active role in monitoring the music their children are exposed to (45).
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VIDEO GAMES
Some video games may help the development of fine motor skills and coordination, but many of
the concerns about the negative effects of television (eg, inactivity, asocial behaviour and
violence) also apply to excessive exposure to video games. Violent video games should be
discouraged because they have harmful effects on children’s mental development (7,47). Parents
should be advised to familiarize themselves with various rating systems for video games and use
this knowledge to make their decisions.
The effect of violent video games on children has been a public health concern for many years.
No quantitative analysis of video game contents for games rated as suitable for all audiences was
made until 2001 (47). The study concluded that many video games rated as suitable for all
audiences contained significant amounts of violence (64% contained intentional violence and
60% rewarded players for injuring a character). Therefore, current ratings of video games leave
much room for improvement (43).
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INTERNET
Parents may feel outsmarted or overwhelmed by their children’s computer and Internet abilities,
or they may not appreciate that the ‘new medium’ is an essential component of the new literacy,
something in which their children need to be fluent. These feelings of inadequacy or confusion
should not prevent them from discovering the Internet’s benefits. The dangers inherent in this
relatively uncontrolled ‘wired’ world are many and varied, but often hidden. These dangers must
be unmasked and a wise parent will learn how to protect their children by immersing themselves
in the medium and taking advice from the many resources aimed at protecting children while
allowing them to reap the rich benefits in a safe environment. The physician is in a good position
to encourage parents and children to discover the Internet and to use it wisely.
The Internet has a significant potential for providing children and youth with access to
educational information, and can be compared with a huge home library. However, the lack of
editorial standards limits the Internet’s credibility as a source of information. There are other
concerns as well.
The amount of time spent watching television and sitting in front of computers can affect a
child’s postural development (48). Excessive amounts of time at a computer can contribute to
obesity, undeveloped social skills and a form of addictive behaviour (9). Although rare, some
children with seizure disorders are more prone to attacks brought on by a flickering television or
computer screen. No data suggest that television viewing causes weakness of the eyes. It may be
different when a child is closely exposed to a computer screen for long periods, although there
are no definitive references to support this.
Other concerns include pedophiles who use the Internet to lure young people into relationships.
There is also the potential for children to be exposed to pornographic material. Parents can use
technology that blocks access to pornography and sex talk on the Internet, but must be aware that
this technology does not replace their supervision or guidance.
There is a wealth of information on coping with the vast resources of the Web, both good and
bad. Above all, parents should be encouraged to appreciate that there is potential for more good
than bad, as long as one has the knowledge to tell the difference. Canadian youth claim the
Internet as a defining part of their culture and an integral part of their daily lives (6). Physicians
and parents alike must be armed and ready to face that challenge and ensure that they reap the
potential benefits as safely as possible (Table 1).
Table 1
Benefits and risks of Internet use by children and youth
Benefits of the Internet

 Near limitless information resource

 High degree of availability and affordability in most communities in the western world
 An asset for research or homework
 A communication tool for teachers and university professors with their students
 Rapid and inexpensive communication via e-mail and video linkage
 Access by the disabled to much that may otherwise be unavailable:
 Through technology that makes computer use possible
 By taking advantage of communication with peers that does not require that their disability be
visible
 Source of entertainment

General risks

 The Internet, by its interactive nature, is prone to use for excessive periods of time. ‘Internet addiction’,
also known as pathological Internet use or Internet addiction disorder, is a known problem among adults
and is no less a problem with children whose usage may be unlimited (30,49,50)
 Instant messaging and e-mail may interfere with legitimate work (schoolwork and in the workplace)
 Like television, excessive time spent on the Internet may interfere with normal socialization between child
and peers, and with family
 Excessive use fosters inactivity and, potentially, obesity

Misinformation

 Lack of monitoring for appropriateness or accuracy of information

 Health risks posed from following incorrect information
 Fostering inappropriate ideas for children and teenagers such as the following:
 Encouraging inappropriate weight loss and diets. To read more on this, see www.eating-
disorder.org/prosites.html or my.webmd.com/content/article/34/1728_85382
 Generating a sense of need to acquire material goods
 False advertising or scams typically spread by e-mail
  Temptation to acquire (or steal) credit cards to pay for on-line services

Adverse effects on values

 Pornography: Underage children may accidentally or by design access pornographic sites

 Predators have access to minors through unsupervised use of chat rooms and e-mail
 Loss of inhibitions normally experienced when face-to-face, promoting sexual exchanges and promiscuity
 On-line gambling
 Potential for plagiarism in school work
 Promotion of hatred or violence through Web sites targeting a specific group, such as women,
homosexuals, and religious or ethnic groups
 Use of the Internet by school bullies to ridicule or spread hatred toward a victim
 Violence through video games, song lyrics and on-line bullying, access to hazardous materials or
information on making weapons

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RECOMMENDATIONS

 Physicians should regularly inquire about media habits when taking a psychosocial
history, using the Media History Form developed by the Canadian Paediatric Society
(CPS) and the Media Awareness Network (51). They should also ask about video
watching, use of video games, radio programs and time spent in front of the computer,
especially when dealing with aggressive and particularly vulnerable children and families
(7).
 Physicians should become more familiar with the kinds of media to which their patients
may be exposed, such as programs that portray irresponsible sex and violence, and
questionable Internet sites.
 Physicians should make parents aware of the significance of television early in a child’s
life. By the end of the first year of a child’s life, there should be ground rules for
television viewing and healthy viewing habits should be established in the second year of
life. Patient education tools developed by the CPS and the Media Awareness Network
can be used to supplement teaching. Visit www.caringforkids.cps.ca for more
information.
 Physicians should continue to increase their own level of awareness about the most recent
data on the influence of media on the development of their patients’ psychosocial health
(www.media-awareness.ca is one of the most comprehensive Canadian resources for
further education).
  Physicians are encouraged to learn about the scope of Internet-related issues to
adequately advise parents during their visits for anticipatory guidance. The Media History
Tool (51) can be used to identify areas of concern and to facilitate discussion with parents
and children. They can be encouraged to develop a family agreement for on-line use at
home. The Media Awareness Network Web site (www.media-awareness.ca) has
suggestions on how to do this.

Physicians should encourage families to do the following:

 Families should be encouraged to explore media together and discuss their educational
value. Children should be encouraged to criticize and analyze what they see in the media.
Parents can help children differentiate between fantasy and reality, particularly when it
comes to sex, violence and advertising.
 No child should be allowed to have a television, computer or video game equipment in
his or her bedroom. A central location is strongly advised with common access and
common passwords.
 Television watching should be limited to less than 1 h to 2 h per day. 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. Ideally, parents should supervise these choices and be good
role models by making their own wise choices. Parents should explain why some
programs are not suitable and praise children for making good and appropriate choices.
 Families should limit the use of television, computers or video games as a diversion,
substitute teacher or electronic nanny. Parents should also ask alternative caregivers to
maintain the same rules for media use in their absence. The rules in divorced parents’
households should be consistent.

Physicians who want to get involved in their communities can consider the following:

 Provide parents with resources and information to promote media awareness programs in
their communities and schools. The Media Awareness Network (www.media-
awareness.ca) has resources and research reports for parents, teachers, teenagers and
others.
 Promote the implementation of high school programs in media awareness, which have
proven to be beneficial (4).
 Express support for good media. In addition to writing to stations that broadcast
responsible and good television programs, physicians and parents can support legislation
that encourages more responsible media use.
 Support efforts to eliminate alcohol advertising on television with the same enthusiasm
that led to the elimination of tobacco advertising.
 Consider accepting invitations to talk to parent groups, school boards and other
organizations about the impact of media on children and youth. The American Academy
of Pediatrics and the Media Awareness Network have kits that include a fully scripted
text, colourful slides, a fact sheet and audience handouts.
Visit www.cps.ca or www.media-awareness.ca for more information.
  Support further research on the impact of media on the mental and physical well-being of
children and adolescents.

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Footnotes
PSYCHOSOCIAL PAEDIATRICS COMMITTEE

Members: Drs Anne C Bernard-Bonnin, Hôpital Sainte-Justine, Montréal, Quebec; Kim Joyce Burrows,
Kelowna, British Columbia; Anthony Ford-Jones, Joseph Brant Memorial Hospital, Burlington, Ontario; Sally
Longstaffe, Children’s Hospital, Winnipeg, Manitoba (chair); Theodore A. Prince, Calgary, Alberta; Sarah
Emerson Shea, IWK Health Centre, Halifax, Nova Scotia (director responsible)

Consultants: Drs Rose Geist, The Hospital for Sick Children, Toronto, Ontario; William J Mahoney, Children’s
Hospital-Hamilton HSC, Hamilton, Ontario; Peter Nieman, Alberta Children’s Hospital, Calgary, Alberta

Liaisons: Drs Joseph F. Hagan, University of Vermont College of Medicine, Burlington, Vermont (American
Academy of Pediatrics); Anton Miller, Sunnyhill Health Centre for Children, Vancouver, British Columbia
(Developmental Paediatrics Section, Canadian Paediatric Society)

Principal author: Drs Anthony Ford-Jones, Joseph Brant Memorial Hospital, Burlington, Ontario; Peter
Nieman, Alberta Children’s Hospital, Calgary, Alberta

The recommendations in this statement do not indicate an exclusive course of treatment or procedure to be
followed. Variations, taking into account individual circumstances, may be appropriate.

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51. Media Awareness Network and Canadian Paediatric Society . Media History Form in Media
Pulse: Measuring the Media in Kids’ Lives, A Guide for Health Professionals. Ottawa: Canadian
Paediatric Society and Media Awareness Network; 2003.

Articles from Paediatrics & Child Health are provided here courtesy of Oxford University Press

For the past 60 years, the primary focus of concern about children’s
media use has been whether it makes them more hostile and
aggressive and increases their chances of becoming violent adults. A
parallel but much smaller body of research has focused on whether,
and under what conditions, there may be prosocial outcomes of
media use.

Over the years, various theories have sought to explain short- and
long-term effects of exposure on viewers’ attitudes and behaviors.
Although most were developed within the context of media violence
research, they also help explain effects of other types of content and
predict other outcomes besides physical violence. See the
article Media Effects for a review of these theories.

Theorizing How Effects May Occur

The General Learning Model (Buckley and Anderson, 2006)

proposes that media-based experiences contribute to users’
knowledge structures, including their person schemata (i.e., typical
characteristics of people or groups of people) and their behavioral
scripts (expectations of how people behave in particular situations).
Furthermore, the theory proposes that these knowledge structures
can contain links to affective states evoked by the initial experience
(e.g., anger, fear, warmth) and information about what emotions are
typical or appropriate in a given situation. When activated, these
interconnected components (person schemata, behavioral scripts,
affect, and affective knowledge) may then interact with other
factors (personality, values, long-term goals, etc.) to influence
people’s appraisals and reactions.

How does this apply to young viewers’ responses to violent or

aggressive content? In the short term, exposure to violent, hostile
content (whether in TV programing, in films, in music, or in video
games) increases the probability that aggressive thoughts and
feelings are activated and tends to increase arousal. These thoughts
and feelings, combined with arousal, increase the probability that
young viewers will behave aggressively. In the long term, repeated
exposure to violence appears to alter viewers’ beliefs and attitudes
about aggression, decreasing their tendency to notice and respond to
real-world pain and suffering and increasing their tendency to
interpret social situations in hostile ways. These in turn appear to
increase the probability that heavy consumers of media violence will
act in hostile or aggressive ways.

Effects of Media Violence on Children’s Physical Aggression

Bushman and Huesmann (2006) conducted a meta-analysis of 431

studies related to the effects of media violence, of which 264
focused specifically on children (for a total sample of 50 312
children aged 18 or younger). Studies were included if they assessed
the impact of violent content in TV programs, films, video games,
music, or comic books. Across this sizable body of research, both
experimental and self-selected exposure to media violence were
associated with negative outcomes: more aggressive behaviors,
thoughts, and feelings, as well reduced helping behavior. The
authors also noted that although short-term effects (measured
experimentally) were somewhat stronger for adults than for
children, long-term relationships between self-selected exposure and
subsequent aggression (in some studies, measured years later) were
stronger for exposure during childhood than during adulthood.

In one major study (Huesmann et al., 2003), over 400 US 6- to 9-

year-olds were surveyed about their exposure to and interpretations
of TV violence. Fifteen years later (i.e., when the participants were
aged 21–23), their levels of aggression were assessed through
several means: (1) interviews with the participant, (2) interviews
with a spouse, close friend, or significant other, and (3) by
examining criminal records. Childhood exposure to TV violence
predicted individuals’ physical aggression as adults. These
relationships between childhood exposure and adult aggression were
stronger for those who, as children, had perceived TV violence to be
realistic and who had identified with same-sex aggressive TV heroes
and heroines.
Effects of TV Content on Children’s Non-Physical Aggression

The Huesman et al. (2003) longitudinal study of media violence also

found that among women in the sample childhood exposure to TV
violence predicted nonphysical aggressive acts in adulthood (e.g.,
trying to get someone into trouble). Other studies conducted in
England and the United States have also found relationships
between children’s media use and their tendency to engage in
various forms of nonphysical aggression (often referred to as
indirect, relational, or social aggression). These types of aggression
involve intentionally harming someone’s social standing, often by
manipulative acts such as gossiping, spreading rumors, or exclusion.
In various studies, including a recent longitudinal study by Gentile
et al. (2011), preteens or young teens who watched more programs
featuring these forms of interpersonal hostility were more likely to
engage in those behaviors themselves. There is some indication that
such relationships are more likely to be observed for females than
for males.

Effects of Media Racial and Gender Stereotyping

Researchers who have documented racial and gender biases in

media depictions of reality have long speculated about the
implications for children’s feelings, beliefs, and attitudes. Content
analyses of TV and magazine content in the United States continue
to document underrepresentation and stereotyped representations of
females and non-Anglo ethnic/racial groups. At the same time,
surveys of non-Anglo children in the United States indicate a strong
desire to see representations of their own group and an awareness of
racial bias in news and entertainment depictions (Children Now,
1999).
Taken together, these patterns may help explain the findings of a
longitudinal study conducted by Martins and Harrison (2012) with
over 400 children aged 7–12 in the United States. They found that
television exposure in second to fourth grade was associated with
decreased self-esteem 1 year later among Anglo and African
American girls and African American boys (i.e., those groups that
tend to be underrepresented and misrepresented on US TV
programing). In contrast, television viewing was associated with an
increase in self-esteem among Anglo-American boys. These
relationships were significant even after controlling for age, body
satisfaction, and baseline self-esteem.

Media content may also shape children’s broader beliefs about

social roles, such as gender roles. Oppliger (2007) conducted a
meta-analysis of 31 studies conducted in a variety of countries,
examining the relationship between media use (including TV,
magazine, and film use) and gender role stereotyping. Measures of
stereotyping included judgments about the appropriateness of
various occupations for men and women, the appropriateness of
playing with sex-typed toys, estimates of the number of men and
women in various occupations, and behavioral measures such as the
child’s own play behaviors, reported performance of gender-
normative chores, and imitation of counter-stereotypical role
models. Across the subset of studies dealing specifically with
children, there was a small but significant relationship between
exposure and stereotype-consistent beliefs, attitudes, and behaviors.

This excerpt was taken from the article Media Effects on

Children which examines cognitive effects, emotional impacts and
health issues from media exposure. The article is included in the
recently published International Encyclopedia of the Social and
Behavioral Sciences, Second Edition which offers a source of social
and behavioral science reference material that is broader and deeper
than any other. Covering topics from Cognitive Psychology to
Artificial Intelligence to Neuroscience to Urban Studies to
Evolution and all that is in between, it is the definitive resource for
undergraduates, graduate students and researchers. Check it out
here.

Take a look at some of the related articles:

Media and Child Development

Media Effects

Media Effects on Children

Educational Media: Potentials for Learning

Violence and Media

Psychology

Researchers and
clinicians in psychology work across a vast array of sub-disciplines, including applied
psychology, addictions, cognitive psychology, developmental and educational
psychology, experimental physiological psychology, forensic psychology,
neuropsychology, and behavioral and cognitive therapy. For these professionals, and
students as well, cross-disciplinary study is a given. For more than 75 years, Elsevier has
cultivated portfolios of psychology books, eBooks, and journalscovering current and
critical issues in all of these areas. This vital content provides a sound basis of
understanding for all those involved in this multi-faceted field.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2792691/

http://scitechconnect.elsevier.com/media-childrens-social-moral-development/

te hyrja

https://klejshalla.wordpress.com/2013/02/07/ndikimi-i-medias-ne-edukimin-e-femijeve/
Referencat

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2792691/

http://scitechconnect.elsevier.com/media-childrens-social-moral-development/

http://www.chem.vt.edu/chem-dept/dessy/honors/papers/ferris.html/

,,,,,,,,,,,,,,,,,, https://www.ic.gc.ca/eic/site/smt-gst.nsf/vwapj/06455-eng.pdf/$FILE/06455-eng.pdf

Fëmijët parashkollor dhe

televizioni
Kadrie Asllani

08.06.2010 • 08:30 / E përditësuar




Zhvillimi i teknikës dhe i teknologjisë e kanë bërë që jeta dhe puna e njeriut të ndryshojë
shumë. Në kuadër të zhvillimeve dhe përsosjes së teknologjisë në përgjithësi, dhe asaj
informative në veçanti, bën pjesë edhe televizioni. Televizioni është bashkimi i
fotografisë, zërit, lëvizjeve dhe ngjyrave. Ky kombinim e bënë shumë më interesantë dhe
më tërheqës për fëmijët, por edhe për të rriturit. Ngjyra dhe lëvizja, si dhe përmbajtjet që
jepen, tërheqin shumë vëmendjen e fëmijës. Ndikimi në të tre sferat e pranimit të
informatës, dëgjimi, pamja dhe efektet lëvizëse janë formë më e lehtë për t’u shikuar dhe
më lehtë për t’u pranuar nga ana e fëmijëve. Shpesh edhe pse nuk kuptohet gjuha në të
cilën emetohet një emision ai kuptohet nga ana e fëmijëve.

Me përjashtim të emisioneve të veçanta edukative e arsimore, në kuptimin e zhvillimit të

kreativitetit, fëmijët marrin përgjigjet e gatshme. Këtu edhe mund të themi se televizioni
ka bërë shumë ndryshime në jetën e njeriut, na bënë më të lehtë marrjen e informatave të
shumta dhe interesante. Por, shtrohet pyetja se çfarë është ndikimi i televizionit në
moshat parashkollore dhe cilat janë efektet e tij në shëndetin e fëmijës? A po keqpërdoret
TV dhe a jemi sa duhet të kujdesshëm me të kur është fjala për qëndrimin e fëmijëve para
tij? A është më mirë të mos shikohet fare nga fëmijët apo të vendosim rregulla për
shikimin e tij?

Televizioni, pa mëdyshje, ushtron ndikim pozitiv dhe negativ në fëmijët e vegjël. Ana
pozitive e televizionit mund të jetë argëtues, edukativ dhe mund të hap dritare të reja
informimi për fëmijët duke u mundësuar atyre për të udhëtuar edhe atje ku nuk mund të
jenë për momentin, të mësojnë leximin dhe shkrimin, gjuhë të tjera, dukuritë e natyrës,
kulturat e popujve të ndryshëm, të përcjellin emisione të ndryshme edukative, të mësojnë
për ato gjëra në të cilat ata nuk kanë qenë pjesëmarrës, për kafshët që nuk i kanë parë, etj.

Mund te perdoret te perfundimet

Përzgjedhja e programeve dhe përmbajtjeve

Te ne, ende nuk është ndërtuar kultura për përcjelljen e programit televiziv. Nuk kemi
vënë kritere, në familje, për përzgjedhjen e programeve të cilat janë të përshtatshme edhe
për fëmijët. Me shumë rëndësi dhe domosdoshmëri, është që të përzgjidhen programet që
i përgjigjen moshës së fëmijës. Emisionet në TV, duhet të jenë në përshtatshmëri me
moshën kalendarike të fëmijës. Çdo shmangie nga kjo mund të ketë më shumë efekte të
dëmshme se sa pozitive. Në këtë mënyrë fëmijët parashkollorë (por edhe të tjerët), mund
të mësojnë gjëra të dobishme dhe të pa dobishme të cilat ndihmojnë të zhvillojnë
imagjinatën e tyre. Nuk ka dyshim se televizioni mund të jetë një mësues i shkëlqyer dhe
argëtues. Efekti parësor i tij qëndron në faktin se ndikon në sferën e perceptimin vizual
dhe dëgjimor.

Pamja vizuale ushtron ndikim të lartë tërheqës për fëmijët dhe të rriturit, për të gjitha
moshat. Këtë fëmijët e përcjellin pa kurrfarë shtytje nga të tjerët, shtytje të cilën në
shumë raste ata mund ta marrin si imponim. TV-në e shikojnë me dëshirë dhe me
kureshtje të lartë. Por a janë të gjitha emisionet me përmbajtje pozitive apo negative për
fëmijët. Si ndikojnë këto përmbajtje të televizioni te fëmijët parashkollor? Është shumë e
vërtetë që sot shumica e fëmijëve parashkollorë kalojnë kohë të gjatë para televizionit.
Sipas Fondacionit Kaiser Family (KFF):

• Dy të tretat e foshnjave dhe të vegjëlve shikojnë në TV me një mesatare prej 2 orësh në

ditë.
• Fëmijët nën moshën gjashtë vjeçare mesatarisht shikojnë rreth 2 orë në ditë në ekran,
kryesisht TV dhe video ose DVD.
• Fëmijët dhe adoleshentët e moshës 8-18vjeç shpenzojnë gati 4 orë në ditë para ekranit
televiziv dhe gati 2 orë shtesë në kompjuter dhe duke luajtur video lojëra.

Por çfarë statistike kemi ne në Kosovë, kur nuk kemi ndonjë të dhënë se sa kohë kalojnë
fëmijët duke parë TV-në? Kjo është shqetësuese kur kemi parasysh kohën që fëmijët e
kalojnë para TV-së, por dhe kur e dimë se çfarë janë llojet e programeve në të cilat
fëmijët parashkollor janë të ekspozuar. Qëndrimi i gjatë para ekranit shkakton varësi të
fëmijëve ndaj televizionit. Sidomos kjo varësi mund të shprehet te fëmijët parashkollor të
cilët qëndrojnë gjatë para televizorit kur dihet se personaliteti i tyre është në formim e
sipër. Në shumë raste, në realitetin kosovar, fëmijët jetojnë në familjet ku televizioni
është gjithmonë, apo në pjesën më të madhe të kohës i ndezur edhe pse nuk është duke e
shikuar askush. Fatkeqësisht, në këto raste, “kontribuojnë” edhe prindërit, në mënyrë të
pavetëdijshme apo në mungesë të informimit apo të kulturës për përcjelljen e televizionit.
Prindërit shpesh, në mungesë të kohës që t’u përkushtohen fëmijëve, si mjet për t’i
qetësuar ata, zgjedhin si “kujdestar-edukator “ televizorin. Fëmijët parashkollor kanë
nevojë të hulumtojnë rrethin, të lëvizin, manipulojnë dhe të mësojnë duke qenë në
kontakt të drejtpërdrejtë dhe duke i prekur gjërat që i rrethojnë. Por duke shikuar
televizor, ata mbërthehen për vendin ku janë ulur dhe nuk shprehin interesim apo
vëmendje në gjëra të tjera, nuk krijojnë raport sociale,por edhe nuk i nxisin aftësitë
krijuese të tyre. Në këtë fazë të zhvillimit ata janë imitues, atë që e shohin edhe e shfaqin
duke imituar.

Mbjella e ndjenjës së dhunës nga TV

Shikimi i TV-së pa një përzgjedhje të emisioneve dhe kanaleve, ka mundësi që fëmija të

shoh edhe raste të paraqitjes të skenave të dhunës. Kësi kanalesh ka me bollëk në TV.
Qysh nga filmat e ndryshëm, aksion etj., deri te dokumentarët ose emisionet e veçanta.
Ekspozimi i dhunës në TV rrit nivelin e rrezikut për sjellje agresive edhe të fëmijës dhe
tendenca për tu frikësua nga bota që i rrethon. Te ai krijohet, ose ngulitet bindja, se ajo që
shfaqet në ekran është reale dhe se mund të ndodhë edhe në realitet. Dihet se fëmijët e
moshës parashkollore janë në fazën e zhvillimit emocional dhe se ndikimet e jashtme mbi
ta janë të fuqishme, por edhe shpesh me pasoja për të ardhmen emocionale të tyre.

Këtu duhet të kemi kujdes të shtuar sepse ndikimi negativ i TV-së mund të jetë i
pashmangshëm kur dihet se shumë fëmijë nuk kanë kapacitet mendor për të dalluar
realitetin nga fantazia. Ata gjithashtu shikojnë filma vizatimor, shumë të dashur për
fëmijët, videot muzikore e shumë të tjera të cilat nuk janë reale, por imagjinatë apo
trillime të kreatorëve të tyre. Për shkak të mungesës së përvojës jetësore e mendore, ata
thjeshtë nuk mund ta dallojnë botën reale dhe përmbajtjen që u shfaqet përmes ekranit të
TV-së. Për këtë arsye ata(fëmijët) mund të më pak krijues dhe imagjinativ, nëse
përmbajtjet e tyre nuk përkojnë me moshën dhe kapacitetet absorbuese të tyre .

Ky është një problem shqetësues sepse ka implikime shëndetësore. Qëndrimi i gjatë i

fëmijëve para ekrani të TV-së, bënë që ata të mos janë aktiv në aktivitete fizike dhe të
mos kërkojnë aktivitete të reja në të cilat ata do të ishin më aktiv dhe në lëvizje më të
gjatë. Kështu ata konsumojnë ushqim, por nuk bëjnë lëvizje të cilat do të shpenzonin
kaloritë e tepërta. Sipas hulumtimeve një gjendje e këtillë ka shkaktuar edhe problemin e
paraqitjes së mbipeshës në mosha të reja.

Në TV-të tona shpesh kemi edhe reklama e paraqitje të skenave në të cilat aktorët
konsumojnë duhan, alkool, drogë e të ngjashme, por edhe sjellje të tjera të rrezikshme e
të pahijshme, të cilat po nuk u biseduan e sqaruan me fëmijët, ato mund të merren si
diçka që edhe ai duhet ti bëjë, ti provojë ose edhe të merren si diçka që aktori a
personazhi i tyre i bënë prandaj edhe ai duhet ta imitojë atë.

Mund të përfundojmë se zhvillimi i teknikës dhe i teknologjisë ka quar para zhvillimin

njerëzor. Ka lehtësuar shumë punën e tij dhe ka shkurtuar rrugën e ardhjes deri te
informata. Përparimi që është bërë në fushën e zhvillimit të mjeteve audio vizuale ka
ndikuar që ato të bëhen pjesë e jetës së përditshme të njeriut. Ky hap kaq i madh për
njeriut ka edhe pjesën tjetër jo të mirë. Ka ndikuar që njeriu në një farë mënyre të bëhet
rob i teknologjisë. Në këtë mes viktima më të mëdha janë fëmijët të cilët po rriten me
teknologjinë audio vizuale elektronike. Ky nuk do të ishte ndonjë problem i madh sikur të
vendosej ndonjë kontroll mbi pjesën e programeve të cilat ndikojnë keq në zhvillimin e
fëmijës.

Pasojat e këtyre ndikimeve sot janë bërë objekt i hulumtimeve të shumta në botë.
Sidomos brengosëse është vartësia e fëmijëve nga ekrani, qoftë TV ose kompjuter. Kjo
sindromë është duke prekur me të madhe, ndoshta edhe më me vrull, edhe familjen
kosovare dhe fëmijët. Prandaj do të ishte e rrugës që të parandalojmë ndikimin negativ të
TV-së, duke u përkujdesur për kohën e qëndrimit të fëmijëve para televizorit dhe lojërave
elektronike. Prindërit, por dhe edukatorët janë faktorë kryesor në këtë drejtim.

Prindërit duhet t’i ndihmojnë fëmijët e tyre në aspektin pozitiv duke u përfshirë në
shikimin e përbashkët të TV-së, duke përzgjedhur programet dhe së bashku me fëmijët
duhet diskutuar për atë çfarë shohin, për të mirat por edhe për anët e këqija të asaj që
shohin në TV. Ata duhet të përcaktojnë rregullat në raport me shikimin dhe kohën e
qëndrimit para televizorit si dhe ambientet ku qëndrojnë fëmijët, kryesisht të ketë libra,
revista të fëmijëve, lodra të ndryshme etj. Por assesi në dhomat e gjumit të ketë TV dhe
gjatë ngrënies të shikohet ai.
Në qoftë se fëmijët duan të shohin TV-në sugjeroni fëmijëve ndonjë lojë, shëtitje të
vogël, lexoni së bashku me ta,të vizatojnë ose ndonjë aktivitet që fëmijët kanë dëshirë e
pse jo edhe të dëgjoni muzikë e të vallëzoni së bashku me ta, e shumë mënyra të tjera. Pra
përdorni taktikën e orientimit pozitiv të dëshirave dhe të kërkesave të fëmijës. Samiu ynë
i madh pat thënë:” Fëmijës duhet dhënë atë që i duhet, jo atë që e kërkon”.

Duhet shmangur situatën kur ne të biem në pozitën e fëmijës e fëmija në pozitën e

prindit. Nëse ata përfitojnë ndjenjat dhe emocionet tona dhe në një mënyrë ata marrin
frenat e komandimit në dorë, ndërsa ne si prindër, vetëm plotësojmë dëshirat e tyre, nuk
do të arrijmë që të ndërtojmë personalitete të përshtatshëm për shoqërinë. Me këtë nuk do
të nënkuptonim tutorizmin ose ndonjë formë të kontrollit të përhershëm mbi ta, por një
zhvillim normal, mjedis kreativ dhe mbjellje e ndjenjës së përgjegjësisë në varësi me
pozitën që zë fëmija në familje, kopsht, shkollë e më vonë në rrethin e gjerë shoqëror.

Jeta pa rregulla dhe papërgjegjësi nuk garanton ndërtimin e brezit të shëndosh. Këtu bën
pjesë patjetër edhe krijimi i mjedisit pedagogjik në raport me mjetet audio vizuale si dhe
raportin e tyre me fëmijët, kohën e qëndrimit para ekranit, llojin dhe cilësinë e emisionit
çfarë bën dhe nuk bën të jetë material edukativ për fëmijët.

Edhe pse nganjëherë gjërat teorike është vështirë të zbatohen në praktikë nuk do të thotë
se nuk është e domosdoshme të punojmë, të përpiqemi që të gjejmë rrugë, të debatojmë e
të diskutojmë që ta ndërtojmë një urë, duke ndihmuar fëmijët që në këtë drejtim të
zhvillojnë aftësitë dhe predispozitat e tyre.

https://telegrafi.com/femijet-parashkollor-dhe-televizioni/

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https://www.google.com/search?q=Pempek+et+al&oq=Pempek+et+al&aqs=chrome..69i57j0.1257j0j7&
sourceid=chrome&ie=UTF-8

National Survey of Children’s Health (2007)

Intervista

1-Sa vjec eshte femija juaj ? 8 Vjec

2-A keni femije te tjere dhe sa vjec jane ata ? Po dhe 2 vajza te tjer 19 dhe 20 vjec

3-Sa i gjate eshte femija juaj ? 129 cm

4-Sa peshon ai /ajo ? 28 Kg

5-A ka femija juaj probleme me degjimin ? Jo

6-A ka probleme me shikimin ? Jo

7-A ka femija juaj ndonje paftesi emocionale , ne zhvillim apo mendore ? Jo

8-A ka veshtiresi ne te mesuar ? Jo

9-Si eshte performanca shkollore e femije tuaj ? Shum e mir

E mire shum e mir e keqe shume e keqe

10-Gjat javes sa nat femija juaj ben gjum sa or duhet te beje nje femije i moshes se tij / saj ? Cdo nat
nga 12 or nje femij I ksaj moshe duhet te bej 12 or gjum cdo nat

11-Gjat javes sa her ne jav ben aktivitet sportive per te pakten 20 minuta ? 1 her ne jav

12-A keni rregulla per sa koh duhet te qendroj femija duke pare televizor , te qendroj ne celular , ipad
?Jo

13-Cfare rregullash keni per sa i perket perdorimit te medias ? Nuk kam vendosur rregulla

14- Nese keni vendosur rregulla i zbaton femija juaj keto rregulla qe ju keni vedosur ? Nuk kam
vendosur rregulla

Pyetsor

1-Sa ore ne dite shikon televizor femija juaj ? Varet 4 der ne 5 or

2-Sa ore ne dite shikon televizor bashke me ju ? 2 or

3-Sa ore ne dite femija juaj shikon televizor vetem ? 3 ose 2 or

4-Sa ore ne dite perdor telefona , tablet ipad me prinderit ? 1 or

5-Sa ore ne dit perdor telefonin tabletin ipadin pa prinderit ? 1 or

6-Sa ore ne dit luan playstation ? Nuk luan

7-Sa koh qendron femija juaj ne kompjuter per te bere detyrat e shtepise ? nuk e perdor

8-Sa ore ne dite femija juaj perdor telefon , ipad , kompjuter per te mesuar dicka te re , si gjuhe e huaj ,
lojra , keng ? 3o minuta ose 1 or

9-Sa ore ne dit qendron femija juaj duke par program shfaqje per te rritur si sport ,telenovela , shfaqej
muzikore apo kercimi ? 1 or

10-Sa ore ne dite lexon femija juaj ? 1 or

11-Sa ore ne dite luan me femije te tjere ? 2 or

Shqetsime per median

12- Nese jeni te shqetusr vendosni nje plus te kutia qe trregon sa te shqetsuar jeni .

x□ Dhuna në TV / Videos x □ Përmbajtja e të rriturve në TV / Video □Gjuha e keqe në TV /

Video

□Varesia nga e lojrat kompjuterike x□Dhuna në Video lojrat

x□Përmbajtja e të rriturve në Video lojrat
13- Cila nga aktivitetet e mëposhtme shkakton rregullisht argumente midis jush dhe fëmijës tuaj? Ju
lutemi kontrolloni të gjitha ato që vlejnë.

□ Duke pare televizor □ Përdorimi i kompjuterit □Duke luajtur video-lojra □Të luash
□Shkuarja në shtrat x□ Përdorimi i telefonit □ Ndihmoni përreth Shtëpisë
x□ Shikimi i videove Përdorimi i Internetit □ lexim □Dëgjimi i muzikës

Sjellje : Ju lutemi vendosni një plus në kutinë që përshkruan më së miri qëndrimin tuaj.

14- Një fëmijë që ka një TV në dhomën e gjumit të tij / saj është:

□ Kryesisht një gjë e mirë □ As një gjë e mirë dhe një gjë e keqe
x□ Kryesisht një gjë e keqe

43b) Sa jeni të kënaqur me atë që është në dispozicion ne televizion per femijen tuaj ?

□ shume e kenaqur □ Disi i kënaqur x □ As të kënaqur dhe as të pakënaqur

□ Disi i pakënaqur □Shume i pakenaqur
15- Sa është i rëndësishm interneti për edukimin e fëmijës tuaj?

□Shume e rendesishme x□ I rëndësishm dhe jo e rëndësishme □ Jo i rëndësishm

□ Disi e parëndësishme □ Shumë e parëndësishme
16- Sa jeni të kënaqur me atë që është në dispozicion per fëmin tuaj në internet?

□ shume e kenaqur □ Disi i kënaqur x □as të kënaqur dhe as të pakënaqur

□ Disi i pakënaqur □Shume i pakenaqur
17- Në lidhje me Internetin, roli më i rëndësishëm i një prind eshte ...

Si udhëzues për përmbajtje të mirë

 X Si një kontrollues për përmbajtje të papërshtatshme

As

18- Sa shpesh përdorni vlerësimet e video lojrave gjatë zgjedhjes lojëra për fëmijën tuaj? !

□Gjithmon □ Shumicen e kohes x□Ndonjehere □ Jo shume shpesh □ kurrë

□ Nuk e dija se ka pasur vlerësime të lojërave video

19- Sa jeni i kënaqur me vlerësimet e lojërave video?

□ shume e kenaqur □Disi i kënaqur □ As të kënaqur dhe as të pakënaqur x□ Disi i pakënaqur

20- Ju lutemi rrethoni numrin pranë secilit artikull që përshkruan më mirë sjelljen e fëmijës tuaj gjatë 6
muajve të fundit .

Asnjëherë ose Ndonjehere Shpesh Shume shpesh

Rrallë
1. Nuk arrin t’i
kushtojë vëmendje 0 1 x 2 3
të madhe në
punën e tij / saj
detaje ose bën
gabime të
pakujdesshme .
2. ka veshtiresi te x 2
mbaj pajisjet me 0 1 3
duar ose këmbë
në vend
3. Ka vështirësi në
mbajtjen e tij / saj
vëmendje në 0 1x 2 3
detyra ose
aktivitete
argëtuese
4. E lë vendin e tij /
saj në situatë në 0 1x 2 3
klasë ose në
situata të tjera në
te cilin vend pritet
te ulet

5. Nuk dëgjon kur x

flitet drejtpërdrejt 0 1 2 3

6. Duket i
shqetësuar 0x 1 2 3

7. Nuk vazhdon më x
tej udhëzime dhe 1 2 3
nuk arrin t’i 0
përfundojë punët e
caktuara

8. Ka vështirësi për 0 1x 2 3
t'u angazhuar në
kohën e lirë
aktivitete ose duke
bërë gjëra
argëtuese
qetësisht
9. Ka vështirësi në
organizimin e 0 1x 2 3
detyrave dhe
aktiviteteve
10. Shmang, nuk i
pëlqen, ose nuk ka
dëshirë
tëangazhohen në
0x 1 2 3
punë që kërkon
përpjekje e
qëndrueshme
mendore (si p.sh
.detyra shkolle )

11. Ben bisedime

të tepërta 0 1x 2 3
12. Humb gjërat e
nevojshme për x
detyra ose 0 1 2 3
aktivitetete

13. Përgjigjet më
parë se pyetjet te 0 1 2x 3
kene përfunduar

14.Hutohet lehtë
0 1x 2 3
15. Ka vështirësi në
pritje të radhës 0 1 2x 3

16. Eshtë harrues

në aktivitetet e 0x 2 3
përditshme 1
17. Ndërpret ose
ndërhyn te të 0 1x 2 3
tjerët

3 prej tyre ishin meshkuj dhe 22 femra . Ndersa fëmijët per te cilet u moren informacione ishin 10 djem
dhe 15 vajza

Abstrakt 2
Hyrje 5

Qëllimi dhe objektivat 7

Struktura e punimit 8

Rëndsia e punimit 8

Kapitulli I

Shqyrtimi i literaturës

1.1 Ndikimi i medias 8

1.2 Shkaqet që sjell dhuna në media 11

1.3 Edukimi dhe përfshirja e prindërve 14

1.4 Përfitimet dhe rreziqet e përdorimit të internetit nga fëmijët dhe të rinjtë 17

Kapitulli II

Metodologjia e Studimit

2.1 Historiku i kerkimit 22

2.2 Metoda kërkimore e përdorur 23

2.3 Popullata e studimit dhe kampioni 24

2.4 Instrumentet e kërkimit 24

2.5 Mbledhja dhe analiza e të dhënave 25

2.6 Kufizimet e studimit 27

2.7 Çështje etike të studimit 27

Kapitulli III Gjetjet e studimit

Gjetjet e studimit 29

3.1 Si ndikon media ne zhvillimin psikosocial te fëmijët . 32

3.2 Të dhëna për shikueshmërine e medias . 30

3.3 Të dhëna për mënyrën sesi ndikon media . 31

Kapitulli IV

4.1 Përfundime dhe rekomandime

4.2 Referencat

4.3 Shtojcat