UNIT 3.pdf

UNIT 3 Developmental Issues in Media Overview Young Children and Television ○ Fantasy versus Reality ○ Script and Schema Explanation ○ Children Socialization through Media ○ Imagination, Pretense, and Theory of Mind Media and Adolescence ○ Media use in Adolescence ○ The Role of Media Figures during Adolescence ○ Cultural Functions of Media Use ○ Media Inﬂuence on Adolescence Body Image David Giles’ work on media psychology, particularly regarding young children and television, explores the impact of television on child development. He examines how exposure to TV content can inﬂuence various aspects of a child's psychological and social growth. Key points typically include: 1. Cognitive Development: Television can affect cognitive skills like attention and learning. Educational programs can support cognitive development, but excessive screen time or exposure to inappropriate content can have negative effects. 2. Socialization: TV inﬂuences social behavior by shaping children's understanding of social norms and interactions. This can be positive or negative depending on the content. 3. Emotional Impact: The emotional content of television can affect children's emotional responses and empathy. Programs with violent or distressing scenes may impact their emotional well-being. 4. Parental Mediation: The role of parents in mediating and discussing TV content with their children is crucial in mitigating potential negative effects and enhancing positive outcomes. Overall, Giles emphasizes the need for balanced and mindful television consumption to support healthy child development. Fantasy versus Reality: A Simple Choice? Power to invent parallel universes and credible ﬁctional representations of people is among one of the most prized human gifts. “A child cannot distinguish the allegorical sense from the literal, and ideas he takes in at that age are likely to become indelibly ﬁxed; hence the great importance of seeing that the ﬁrst stories he hears shall be designed to produce the best possible effect on his character.” - Plato (The Republic, cited in Hodge & Tripp, 1986) Two broad lines of argument ○ “Magic Window” Approach - the idea that television is a faithful reﬂection of reality and that children need to be protected from its harsh truths. Parental Strategy that might follow from this is prohibitive, or restrictive, viewing. ○ Television is artiﬁcial and too much television will simply rot children’s brains. Parental Strategy would be continually point out that events on TV are “pretend” and have no real-life equivalence. The Development of Children’s Understanding of the Fantasy-Reality Distinction in Television 2 - 3 years old Children fail to make a fantasy/reality distinction They fail to imitate actions presented on video, although they have no trouble imitating the same actions when they are presented by a live actor (Barr & Hayne, 1999). Indicating an inability to understand representation (without third dimension) with a reduced size or is it an attentional failure 4- 5 years old Consists of a ﬂat denial of reality status for anything on television. For example: violence is generally dismissed as "Acting", "blood as ketchup" and so on (Hodge & Tripp, 1986) Buckingham (2000) suggested, this is part of the growing child's desire to be seen as more mature, and distancing himself/herself from childish notions of television. 6 - 7 years old ○ Awareness that some programmes are real and others are fantasy Researchers attribute this awareness to the onset of "tele-literacy" (Bianculli, 1992) Teleliteracy - the process by which children learn to "read" media "text". ○ Clearest way this happens is through identiﬁcation of television genres. Challenges One of the problems inherent in studying children's understanding of the difference between fantasy and reality is methodological in nature.Young children are notoriously unreliable interviewees. ○ Hughes and Grieve (1980) asked 5-7 years old children nonsense questions, like " is milk bigger than water"? , many children made serious attempts to answers such question like "milk is bigger because it's got a colour." Under the age of 10 were enable to explain how cartoon characters "moved", other data suggest that even very young children are fully aware of the artiﬁcial nature of cartoons ad of television as a whole (Hodge & Tripp, 1986) UNPACKING "REALITY" Issues: ○ Problem with some literature on Children's understanding of the fantasy-reality distinction in relation to media content is that is it always assumed that the distinction is a clear one, and that adults have no difﬁculty in identifying it themselves. Even if the distinction is clear, adults do not always behave that way. Messaris (1987) identiﬁed three different types of mother-child discussion about fantasy and reality relation to television 1. Magic window - example : Mother comforts a tearful child by pointing out that the scene witnessed are "only pretend" 2. Realism of ﬁctional portrayals - "That only happens on TV" 3. Reinforce realistic media making comments like " that's what happens when you take drugs" Scripts and Schemas in Young Children and Television Scripts: ○ Deﬁnition: Mental Representations of sequences of events or actions Role in helping children predict and understand narratives Schema: ○ Deﬁnition: Frameworks for organizing knowledge Inﬂuence on how children interpret media content Age-related Development Young children have simpler scripts; older children develop more complex ones It is inﬂuence of repeated exposure to television on script formation Impact of Television on Scripts Learning through Television Children learn social norms and behaviors from TV shows Example: Scripts for friendship, conﬂict resolution, etc. Impact of Television on Schemas Schema Formation Television shapes children’s understanding of various concepts. ○ Example: Gender roles, cultural norms Inﬂuence of stereotypical portrayals on schema development. Critical Considerations Role of Parents and Educators: ○ Importance of guiding media consumption ○ Discussing content to help shape and reﬁne scripts and schemas Children’s Socialization Through Media Socialization: The process by which children learn and internalize societal norms, values, and behaviors. Role of media Media as a signiﬁcant socializing agent, especially television. Media as a Socializing Agent Types of Socialization ○ Primary Socialization: Learning from family and close environment ○ Secondary Socialization: Learning from broader inﬂuences like media. Television’s Role in Socialization ○ Content Exposure: Educational program vs. Entertainment content Examples: shows that promote prosocial behavior - Mickey Mouse Funhouse Learning Social Norms ○ Modeling Behaviour Children imitate behaviors seen on television, thus there is an importance of positive role models in programming Gender Roles and Stereotypes ○ Inﬂuence of Media on Gender Socialization Portrayal of gender roles in children’s programming. Effects of stereotypical representation on children’s self-perception and behavior. Cultural Socialization ○ Cultural Narratives How television introduces children to diverse cultures and values. Importance of representation in media for cultural identity. Risk and Challenges ○ Negative Inﬂuences Exposure to violence, stereotypes, and consumerism Potential for developing maladaptive social behavior Role of Parents and Guardians ○ Media Literacy It is important to guide children’s media consumption Parents and guardian should have strategies for discussing media content and its implication Imagination, Pretense, and Theory of Mind in Young Children and Television Imagination in Early Childhood ○ Role of Imagination Facilitates creative thinking and problem-solving Inﬂuenced by media narratives and characters Pretense ○ Pretense - Engaging in imaginative play, often inspired by television. Examples of how shows encourage role-playing? Television and Pretense ○ Encouraging Role Play Examples of characters and scenarios that inspire children to imitate and create? Television characters become part of children’s pretend play. Theory of Mind Understanding Theory of Mind ○ The ability to attributes mental states to oneself and others. ○ Developmental milestones in young children Theory of Mind Development Through Media ○ Understanding Others’ Perspectives How narratives in television help children learn about emotions and motivations Examples of shows that illustrates social scenarios and emotional literacy? Examples: Educational Shows - Programs designed to teach empathy and perspective-thinking Storytelling Formats - How diverse narratives enhance understanding of different viewpoints. Beneﬁts and Challenges: Positive Effects - Development of social skills and creativity through media Potential Drawbacks - Over-reliance on television for imaginative play; possible lack of real-life interactions Role of Parents and Educators Guiding Media Consumption ○ Strategies for selecting appropriate content ○ Encouraging discussions about media and its messages MEDIA AND ADOLESCENCE 1950’s - Simultaneous with the rise of the adolescent as consumer and the cultural revolution - Mass introduction of television and the commercialisation of popular music led to the emergence of rock’n’roll Adolescence - Important and arguably the most signiﬁcant period of the life span when it comes to media psychology. Young children’s media use consist largely of television and video , and, increasingly ,video games Adolescence begun to use personal computers, and therefore internet, and mobile phones. - Peer inﬂuence becomes increasingly more important than parental inﬂuence. - It is a period during which individuals are actively involved in constructing a coherent identity, and media plays a large part in supplying the cultural material for this use. Media use In Adolescence Television - it continues to be popular among teenagers, throughout the world. Larson and Verma (1999) found that viewing times are consistent across culture, 1-3 hours a night Adolescents watch television as form of relaxation, and/or reliving from boredom, this ﬁnding remained consistent across 20th century, from Himmelweit, et al 1958 survey up to Larson and Verma’s worldwide study in the 1990’s. As children grow older, their taste in television content changes (Livingstone & Bovill, 1999) ○ Boys become increasingly interested in sports; Girls become increasingly interested in soaps Today's television offers young people far more entertainment that if did previously. Presenters have become younger and more streetwise. Concerns Detrimental effects for teenage health, due to television as a largely sedentary activity. ○ For example, Dietz (1990), claimed to have found link between television use and obesity, giving rise to “couch potato”. However, recent belgian study suggested that this may not be attributed to television viewing per se but instead to the habit of snacking while viewing (van de Bulck, 2000). This is really only a problem for heavy users, averaging over 4 hours a day, from whom television is likely an alternative to other leisure pursuits. Music: Larson and Verma found that as primary activity, listening to music occupied only 15 minutes per day. But may rival television use if treated as secondary activity. For example, listening to radio while getting ready to school or going to school. Another research by Williams (2001), on young people and popular music in Southern England, music has a less profound inﬂuence in terms of identity development. But Williams research may, however, reﬂect cultural changes at the start of the 21st Century. It(interest) starts somewhat earlier for girls (around 10 or 11), but when boys become interested in music it is more likely to remain their primary interest. Music: Each generation since World War II has had its anti-establishment subculture- from rock’n’roll in the 1950s to punk in the 1970s and rap in the 1980s and 1990s- and each genre has met with the same set of complaints from concerned adults, that the music breeds incivility, aggressiveness and disrespect. ○ These are essential properties of youth culture Rock music and rap in particular needs to be offensive to adults; this is part of their raison d’être. Nevertheless, this effect decreases as adult and adolescent tastes converge; rebellion itself has become stylised almost to a point of meaninglessness, which suggests that music probably has less to offer today’s teenagers than it did earlier groups of teens. Music: Furthermore, the interpretation of lyrics is very different for teenages and adults ○ In a study conducted by Prinsky & Rosenbaum (1987), the same set lyrics was described as being about “sex, drugs, and violence”by adults , but about “love, friendships, hassles, fun and teenage life”by teenagers. ○ There may also be marked cultural differences in the interpretation of pop lyrics and videos: A study of Madonna’s Papa Don’t Preach video found that Black viewers interpreted the song as about father and daughter relationships, whereas White viewers interpreted it as a song about teenage pregnancy (Brown & Schulze, 1990). New Media: The Internet ○ Parental concern - Easy access to Dark Media, for instance Pornography The role of Media Figures during Adolescence Who are Media Figures? Celebrities, inﬂuencers, and ﬁctional characters. Their presence across various platforms, Television, social media, movies, & etc. Adolescence as a Critical Period Developmental Milestones Identity formation, peer inﬂuence, and self-esteem issues. Vulnerability to external inﬂuences during this stage. Role of Media Figures ○ Inﬂuence on Identity Formation How media ﬁgures serve as role models. Impact on values, aspirations, and lifestyle choices. Social Comparison Theory ○ Understanding Social Comparison Social comparison theory, developed by Leon Festinger in 1954, suggests that individuals evaluate their own abilities and opinions by comparing themselves to others. This process helps people form self-assessments and determine their social standing. In adolescence, this theory is particularly relevant as teens often look to peers and media ﬁgures for benchmarks, which can signiﬁcantly impact their self-esteem and body image Adolescents compare themselves to media ﬁgures. Effects on self-esteem and body image (Giles, 2006). Emotional and Psychological Impact ○ Positive Effects Inspiration and motivation from media ﬁgures. Representation and visibility for marginalized groups. ○ Negative Effects Unrealistic standards leading to anxiety and depression. The Role of Social Media ○ Instant Access and Interaction How platforms like Instagram and TikTok amplify the inﬂuence. The role of feedback (likes, comments) in shaping self-perception. Case Studies (QUICK GROUP WORK) ○ Examples of Inﬂuential Figures Discuss speciﬁc celebrities or inﬂuencers and their impact. Reference studies or data on their inﬂuence. Media Literacy ○ Importance of Media Literacy Teaching adolescents to critically analyze media content. Encouraging healthy consumption of media. Cultural functions of Media use in Adolescence Adolescence and Media Consumption ○ Media as a Central Element The prevalence of media in adolescent lives. Different types of media consumed (social media, TV, video games). Cultural Identity Formation ○ Inﬂuence on Identity Media’s role in shaping cultural and personal identity. Exploration of diverse cultures through media content. Social Norms and Values ○ Reﬂection of Cultural Norms How media reﬂects and reinforces societal values. Impact on adolescents’ understanding of acceptable behavior. Peer Relationships ○ Media as a Social Connector Role of media in forming and maintaining friendships. Shared media experiences as bonding opportunities. Representation and Visibility ○ Cultural Representation in Media Importance of diverse representation. Effects of seeing oneself reﬂected in media (Giles, 2006). Escapism and Entertainment ○ Media as a Means of Escape Role of media in providing a break from reality. How entertainment shapes cultural perceptions. Critical Thinking and Media Literacy ○ Navigating Media Content Importance of developing critical thinking skills. Encouraging adolescents to analyze media messages. Media Inﬂuence in Adolescence Body Image Idealized Body Standards ○ Representation in Media Depiction of unrealistic body types in media. The inﬂuence of beauty standards portrayed in various media forms. Impact on Self-Esteem ○ Negative Effects of Media Inﬂuence Correlation between media exposure and self-esteem issues. Studies showing increased body dissatisfaction among adolescents. Gender Differences ○ Boys vs. Girls Different media impacts on male and female body image. Speciﬁc pressures faced by each gender. Social Media’s Role ○ The Impact of Platforms How platforms like Instagram and TikTok amplify body image concerns. The inﬂuence of likes, comments, and ﬁlters on self-perception. Positive Media Representation ○ Shifts in Media Portrayals Examples of media that promote body positivity and diversity. The potential for media to foster healthier body image perceptions. Media Literacy and Resilience ○ Developing Critical Skills Importance of media literacy in combating negative body image. Strategies for adolescents to critically engage with media content. THE END

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