Television Viewing and Language Development in Children - Term Paper Example

Television Viewing and Language Development in Children Language development is a continuous process by which children learn to understand and communicate language during early childhood. This development occurs at a rapid pace from birth upto the age of five. Language development reflects the growth and maturation of the brain. The age and the pace at which a child reaches each milestone of language development vary greatly among children. Normally young children develop language skills in the family den and in the classroom. Since television viewing has become a part of activities in everybody's home, there are high chances that television viewing can influence mental processes and speaking habits in young children. Television has profound effect on the language development of children, especially those between 2 and 5 years. Whether this effect is beneficial or detrimental is based on many others factors associated with television viewing. There is lot of debate on the topic whether television viewing facilitates or impedes language acquisition. Parents and educators are also worried about the effects of television. Relationship between language development and television in the early years Language learning can occur from television and is dependent on the age and linguistic maturity of the child, the quality of content viewed, the suitability of the content for the child's age group, the amount of time spent in front of television and also the involvement of parents during viewing. For those who are less than 2 years of age, there is not much evidence about the effects of television on language. At about 18 months of age, children may respond to visual stimuli verbally. Children below 22 months of age learn first words better from adults than from television. By 2 years of age, children are able to comprehend content and may extend their language by viewing television. Good- quality educational television viewing may have beneficial effects on children between 2 to 5 years of age. Various studies have reported evidence of improvement in attention, comprehension and receptive vocabulary as a result of appropriate television viewing. The children may also develop expressive language, knowledge of letter- sound relation, verbal interaction and talk, story narration and story telling. However, there has been no evidence of improvement in language grammar, knowledge of literacy and phonological awareness. However, some research has proved that excessive viewing can lower expressive language scores. Also, viewing adult- oriented programmes can lead to poor language development in pre-schoolers. Infact, such programmes may cause poorer expressive language and lower vocabulary. Television viewing during childhood can also have adverse associations with later educational achievement (Hancox, R.J., Milne, B.J., & Poulton, R., 2005). There is a relationship between early onset and high frequency of TV viewing and language delay (Chonchaiya, & Pruksananonda, 2008). Zimmerman, Christakis, & Meltzoff (2007) reported that "more media use is associated with lower scores on language development in infants ages 8 to 16 months." Those who argue that television impedes language acquisition base their ideas on the fact that there is emphasis on action, short sequences, reliance on visual stimuli and fast pace in television viewing are detrimental to language development (Evra, 2007). Also, television itself has a specific language which includes double speak and contradiction, plenty of slang and also street language which children think is the most appropriate language. Increase in visual stimuli while watching makes the children to think less and articulate their own experience. To achieve proper verbal skills, one must need concentration and also reading and writing clearly (Evra, 2007). This is lost in prolonged television viewing. However, many others differ in their views as is the case with Rice. Rice claimed that there is a "link between the child as language learner and the child as television viewer" (Evra, 2007). He argued that preschoolers actually learn new words incidentally and, if this is the case, then television is the best source for new words! Television exposes the child to different languages and broad range of social contexts. Rice also pointed out that there was too much emphasis on visual stimuli of television and that television also provides sufficient auditory stimulus also (Evra, 2007). The best benefits from television as far as language development is concerned are for those children below the age of 5 years, because rapid language development occurs in these years (Evra, 2007). Television programmes that stimulate language development in children Programmes with age- appropriate content, minimal visual or auditory stimuli, a balance between new and familiar words and which offer possibilities for interaction, adult co-viewing and teaching are beneficial for language development in children (Close, 2004). Also, programmes which are repetitive support learning. Television programmes that are detrimental for language development in children Programmes with excessive visual and auditory stimuli and complex narrations have detrimental effect on language development (Close, 2004). Also, presence of older siblings during viewing, extensive co-viewing with adults of adult programming and viewing programmes with language poor content have negative effects on the language of a child (Close, 2004). In cases where television is present in the bedroom and there is more amount of time spent in viewing without the presence of adults, there is increased viewing of general or adult programming. How far this new trend affects language development is yet to be studied. Effect of quantity of television viewing on language development Though a direct causal relationship has not been properly established, many researchers support the view that children who are heavy viewers of television are more likely to be linguistically underdeveloped. As the child grows he/she is more knowledgeable in operating television independently and hence time spent in front of television increases. Certain family circumstances like low education in parents, young parents, low IQ and male gender of the child and low socio-economic status of the family can contribute too increased television viewing by the child (Close, 2004). Research Research is warranted in some situations observed with television viewing. One is whether the bad effects of increased television viewing on language development is attributable to the quality of content viewed and/or the time spent viewing. Also, what are the effects of decreased interactions of children with adults who are heavy viewers of television? There is also much to understand as to what happens in situations where children are not attending to television when it is on for extended periods in a day. The optimal quantity of both educational and general audience television that is useful for children is yet to be calibrated. How to maximise the benefits and minimise the adverse effects of television viewing Selection of high- quality and age- appropriate educational programmes in television are important. This is because such programmes offer opportunities for verbal response and adjust a balance between familiar and new content. The programmes must be in such a way that both adults and children can enjoy. For those who are less than 2 years, programmes with minimal stimuli must be selected (Close, 2004). In some situations, older siblings or adults may prevent younger children from viewing age-appropriate educational programming. This can force the young ones into adult- programme viewing. Hence, carers must make sure that the young children watch only what is appropriate for them. Carers must also interact with children while watching television. They must explain and model familiar words and repeat content. For this purpose, television must always kept in a place where co-viewing is possible. For those under 2 years of age, the best way for language development is one-to-one learning (Close, 2004). Conclusion Television viewing has become a part and parcel of everybody's life. This is commonest form of entertainment. Viewing television brings joy to children as much as to the adults. However, this source of enjoyment has become a cause of concern to many parents and educators all over the world. While there are many who argue that television improves language skills in language learning children because they pick up many new words, there are many others who do not believe in the positive effects of television because they think that television is more a source of visual stimuli and thus does not allow any healthy thinking process. Also, even if children learn from television programmes they may be just picking up street language or slang and think that that is the most appropriate language. In young children who are just beginning to learn words, sentences and narration, television may have profound effect on language development. The effects can be both positive and negative. Positive effects include improvement in attention, comprehension, receptive vocabulary, expressive language, knowledge of letter- sound relation, verbal interaction and talk, story narration and story telling. The positive effects can be enhanced by allowing the child to view age- appropriate educative programmes. Co-viewing of these programmes with adults has good effects. On the other hand, watching adult programmes, prolonged exposure to television and watching inappropriate programmes can have detrimental effects on the language development of the child. Researchers are yet to optimize the quantity of television viewing. References Chonchaiya, W., & Pruksananonda, C. (2008). Television viewing associates with delayed language development. Acta Paediatrica, 97(7), pp. 977-982(6). Close, R. (2004). Television and language development in the early years: a review of the literature. National Literacy Trust. Retrieved 9th Dec, 2008 fromhttp://www.literacytrust.org.uk/research/TV.html Evra, J.P.V. (2007). Television and Child Development. France: Lawrence Erlbaum Associates. Pages: 54- 57. Hancox, R.J., Milne, B.J., Poulton, R. (2005). Association of Television Viewing During Childhood with Poor Educational Achievement. Archives of Pediatric and Adolescent Medicine, 159, 614-618. Zimmerman, F.J., Christakis, D. A., & Meltzoff, A.N. (2007). Associations between media viewing and language development in children under age 2 years. The Journal of Pediatrics. Article in Press. Retrieved 9th Dec, 2008 from http://fycs.ifas.ufl.edu/newsletters/rnycu07/RNYCUSmithFall07.pdf. Appendix What were the databases used to find each article. Google search was used to retrieve articles pertaining to the topic on “television and language development” What was the search strategy which was used, i.e., the search words used in each database to find the articles. The terms “Television and (Language Development) and the terms “ Television and (language acquisition) in children were used for search. Was each article cited an example of Primary or Secondary research? 1. Chonchaiya, W., & Pruksananonda, C. (2008). Television viewing associates with delayed language development. Acta Paediatrica, 97(7), pp. 977-982(6). (Primary source) 2. Close, R. (2004). Television and language development in the early years: a review of the literature. National Literacy Trust. Retrieved 9th Dec, 2008 fromhttp://www.literacytrust.org.uk/research/TV.html (secondary source) 3. Evra, J.P.V. (2007). Television and Child Development. France: Lawrence Erlbaum Associates. Pages: 54- 57. (secondary source) 4. Hancox, R.J., Milne, B.J., Poulton, R. (2005). Association of Television Viewing During Childhood with Poor Educational Achievement. Archives of Pediatric and Adolescent Medicine, 159, 614-618. (Primary source) 5. Zimmerman, F.J., Christakis, D. A., & Meltzoff, A.N. (2007). Associations between media viewing and language development in children under age 2 years. The Journal of Pediatrics. Article in Press. Retrieved 9th Dec, 2008 from http://fycs.ifas.ufl.edu/newsletters/rnycu07/RNYCUSmithFall07.pdf. (Primary source) Read More