TELEVISION PROGRAMME AND MENTAL DEVELOPMENT OF CHILDREN
Television programmes have 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. The child’s developmental level is a critical factor in determining whether the television and other media will have positive or negative effects. 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 (Mahest, Aabid and Raja, 2013).
Television programme has a strong influence in consumers including the children. But this influence can be understood within a larger and more complex framework of lifestyles and social relations of individuals and groups. Television is also responsible for the construction of meanings and the possibility of interpreting what children watch or do not watch and television can influence the way children understand what they watch over television and meanings they obtain from the contents. The research carried out in different parts of the world revealed the importance of the direct interaction between television and children. Scholars have also examined the television experiences of children.
Television watching can have positive effects on school children if well guided by parents and guardians. Television watching as a learning process can promote general learning as well as school children’s academic performance either negatively or positively (Mahest, Aabid and Raja, 2013). Several scholars support this when they stated that; although excessive television watching may impair school performance, limited amount of television watching may be beneficial (Mahest, Aabid and Raja, 2013). Watching educational television programs may enhance school readiness and academic performance (Mahest, Aabid and Raja, 2013). These benefits appear to be related to school children watching specific educational program.
Television (TV) is a telecommunication medium for transmitting and receiving moving Image that can be monochrome (black-and-white) or colored, with or without accompanying sound, “television” may also refer specifically to a television set, television programming or television transmission.
Educational television programs are designed to promote the cognitive and prosocial development of children. Research finds that children benefit from viewing well-designed programs in both of these areas. Children who frequently view academically oriented television programs are better prepared for school and are more successful through the high school years. Similarly, children who view prosocial television programs learn achievement behaviors and prosocial skills. Beneficial effects are enhanced by the use of specific
production techniques, comprehensible language, previews and reviews, and by repetition, role playing, and verbal labeling of key program content.
According to Olukoya (2015) television educational programs are those programs that focused on academic content areas that are taught in schools, such as reading, mathematics, science, and social studies. In contrast, prosocial television programs have been considered to be those that taught positive social interaction skills, self-control and achievement behaviors, and creative fantasy and imaginative play. Some researchers, however, have defined educational content broadly to include both educational and prosocial programs.
Mental Development
Mental development usually begins during an infant's childhood, not too long after they are born actually. During this time, a child's mental development will increase as they begin to use their sense, motor skills and muscles. These will work together to help the child gain a better understanding and become more aware of the strange world that surrounds them.
The period of time of a child's life that is known as infancy is usually defined as the time between birth and when the child is able to walk properly. This is the time where children begin to develop mentally, as well as physically and socially. Once a baby begins to walk, they are no longer considered to be an
infant, they are a toddler. The majority of babies start walking between the age of 10 and 14 months.
When a child is still in the infancy period, their sensory development will increase dramatically. They will begin to perceive sounds and sights, which can be shown by them reaching and grabbing objects.
When they reach the age of around nine months, infants will begin to recognize familiar faces that appear most often, as well as being able to identify familiar objects. They will also start to recognize certain events such as meal times and be able to expect them in future.
A lot of people seem to believe that because children have limited brain development, they are not able to know what is going on around them. However this is quite incorrect as a baby will be able to tell when something is wrong. It is often thought that a baby will be able to tell if an argument is going on for example, and not just because of the possible shouting.