force to influence the learning goals in the schools. Here, teachers were
encouraged to directly intervene by linking children’s interest in television
and specific areas of school curricula such as social studies and language arts.
(Literacy )
There have been many instances in which I have seen this theory put into
practice. One such way that I saw is called ‘Cable in the Classroom’. Although
it usually comes on at weird hours of the morning, educators (teachers,
principles, etc.) are encouraged to tape these shows and show them in the
classroom to spark interest and discussion. The topics of these programs can
range from ‘the dangers of drugs’ to the history of spiders’.
Conclusion
Television as a medium is neither good nor bad; its effects and value depend on
the types of programs broadcast and the ways in which they are used by viewers.
Television viewing is not inherently passive. Children are often cognitively
active while they view; they make choices about when and what to watch that
depend on their understanding and interests. Nevertheless, in the early years,
children’s exposure to television depends most importantly on their families. In
turn, family patterns are partly governed by the social institutions and
conditions in which they live. Again those variables like socioeconomic status
and just the living environment are very pertinent to how television can affect
children.
The early years are a critical time for the socialization of television viewing
habits. Children learn about what to watch and how much to watch through the
example set by parents. Much of their exposure to adult programs is a direct
result of viewing choices made by others in their families. Parents who are
selective or restrictive influence their children’s viewing patterns, but their
own viewing also serves as a powerful model for their children. Although
families are crucial mediators of their children’s exposure to television, their
choices are constrained by decisions in the broadcasting industry about what to
produce and broadcast and by the time requirements of jobs and schools. If
television is to become a more positive force for children’s development, the
industry has a responsibility for supplying varied, well-designed, creative
programming rather than To view the rest of this essay you must be a screwschool
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