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171 report

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by

Chris Endencia

on 22 April 2010

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Transcript of 171 report

Play and Television Role of Play in
Early Learning -Guided and pretend play
-The TV as a teacher
-Computer as a formal teaching tool
through play What are Children Like When
They Enter Kindergarten -Genetic endowment
-Experiences before entering
school Adults' Attitude Towards Play
-Facilitate more than intervene Pretend Play Guided and Pretend Play -Foundation for later on adult
imaginative process
-May increase social, emotional and
cognitive development
-Ex. "Bus" and "Store" Guided Pretend Play
-Pretend play with the intervention of an educator or the parents
-Rehearsal and explanation
-Pretend talk
The Role of TV as a Teacher -Supplemental Teacher
-Lacks in developing social skills
Parental Interventions
for TV Viewing -Proper selection of programs
-Co-viewing a program
-Stimulate the imagination of the child
-Adapt interesting themes and incorporate to the child’s play
Computer Play -Multimedia reinforcements are
beneficial for children especially if they are high quality
-Action helps recall
-The more imaginative the software the more imagination development for the children
-The humanizing role is important
Interventions in Computer Play -Explaining
-Questioning
-Expressing interest
-Smiling and showing warmth Summary -School behavior is influenced by the nature of the child’s play
-The new ‘’electronic members’’ of the family may be helpful and at the same time detrimental
-The two most crucial factors in pre school cognitive development are the availability of play materials and the quality of intervention
Television and Imagination The Problem with Television •It contributes greatly to the development of the child especially on its imagination.
•Children nowadays are more inclined to consider fantasy characters as their role models or heroes and heroines rather than their parents, siblings, friends, and other relatives.
•They are now more likely to emulate such fantasy characters during their pretend play or to have play themes from these programs.
•Television limits the imaginative range of a child’s thought.
•Books have “quality” and “texture” which can enrich a child’s life and it is difficult to find such in television programs.
•Audio listening does not interfere with the possible products of a child’s imagination unlike TV which presents images and interpretations.
Television Viewing Habits In the 2006 Mega Manila AGB Nielsen Media Research, children between two to 12 years old are among the population of those who spent most time watching TV. “Two to 12 years old kids watched TV for an average of 3.9 hours a day and accounted for 27 percent of Mega Manila viewers in 2006.” (Bandinelli, 2007) Effects of TV Watching •Children are more exposed to adult-oriented shows and the like because of the time placements of networks.
•Since it is difficult for children to separate fantasy from reality, they are indeed very vulnerable to the effect of low quality programs. (Ex. sitcoms)
•It can induce fearful anticipation among children.” (p.70) (Ex. 9/11 bombings)
•Allows for positive social behavior such as sharing, taking turns, and cooperating with others.
•Researches also show that children who watched educational programs were more positive toward education and had good academic skills.
Global View of Television's Influence •The television allows audiences to peek into the cultures of regions and countries that are geographically far from their homes.
•There exists a universal fascination with aggressive media heroes especially for the boys.
•In China, one particular purpose of the television is on orderliness in the family and encouragement of independence and creativity in children. In a village in Canada (and arguably in many parts of the world), outdoor physical activities of children are relinquished by television viewing. Teachers in Japan actually emphasizes on the importance of hands-on learning and reduced dependence on electronic media. “Parental guidance can also help reduce media consumption.” (p.80)
•The television remains to be an effective teaching tool as long as content is high and rich in facts. (Ex. Sineskwela, Hirayamanawari)
Violent Themes in Play, TV Content
and Video Games Playing with Toy Guns
or Action Figures -Children who engage in imitable violence
are more prone to engage in acts of aggression
-Power Rangers and Barney and Friends experiment
-Preschoolers who played with toy guns evoked
more antisocial behaviors
Watching Violent TV Shows -Application of Bandura's Social Learning Theory
-Children will imitate aggressive beahvior as seen
on TV (Bandura, 1977)
-Amount of violence presented is overwhelming
The Emergence of Video
and Computer Games -Emphasis on shooting and other forms
of destructive violence
-Easy-to-use levers to for ripping body parts Theory and Research on
Video Game Violence -Violent games increase children's
aggressive behavior
-Children who played violent video games
showed more angry thoughts and hostile beliefs
-Narrowing of imaginative range Adrift in Cyberspace: Children and
Computer Play •Shooting games enhances boys’ eye-hand coordination and other perceptual motor skills, however it can increase the propensities for engaging in aggressiveness or uncooperative behavior
•Familiarization with the use of the mouse can be an aid towards the use of computer for school and vocational careers.
•From infancy, human beings are already capable of selecting, attending to, mentally reimaging, encoding and storing new information even before language has developed
•Faith, 16 years old – addicted to computer games which intruded into her daily spontaneous thoughts, fantasies and nocturnal dreams
•Kaiser Family Foundation – availability of computers to American children: 31% aged three and younger & 70% aged four to six year olds have used a computer and almost one-third have played video games. Two-thirds under age two will be exposed to TV for about two hours a day
•As children play simulation games, new forms of literacy and social valuation emerge
•Failure to train teachers in the implications of home and classroom computer use may be leading children to create their own cultures and social values
•Sherry Turkle – ones view of nature and society and ones sense of personal identity might well be changed by the complex and ultimately random nature of internet interactions
•Computer identities can be reshaping our ways of constructing our beliefs about ourselves and our identities
•New possibilities of social interaction through allowing the computer to simulate spontaneous group processes


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