 |
| Via: EveryMum |
As derived by Clement (2020), children view their entertaining content through various sources, especially through television and internet-based channels and apps. Clement noted that from May 2019 to June 2020 the online presence of children worldwide attained a huge market share, which was 39.11% of the global share in this field.
Most Common Sources for Entertainment used by Children
|
Sources:
Clement (2020) |
After the outbreak of
the COVID-pandemic, the usage of online channels by kids has increased
tremendously. Both television and online sources are offering wide-ranged
accessibility to view cartoons for these children.
According to Lillard and
Peterson (2011), viewing cartoons on a regular and prolonged basis can disrupt
the power of acquiring knowledge in children. Moreover, Sharmin (2014) further
added that children viewing cartoons are subject to get vulnerable to attain
the risks of developing anti-social behaviour. However, on the contrary, many
scholars noted that viewing cartoons can develop the learning capabilities in
children and helps in generating prosocial behaviour in them (Stockdale, 2013;
Ukpong et al 2015).
Background
Due to the lockdown and
social distancing led by COVID-19, almost every child is being highly engaged
in using the internet, which is subject to grow in the upcoming future. The
research led by Habib & Soliman (2015) and Singer (2019), established that
with the increasing growth of various modes of entertainment, especially
television and the Internet for children, there are increasing rates of
concerns concerning the physical and mental health of the children (LeBlanc et
al., 2012).
Concerning the activity
of cartoon viewing, various research-based derivations offer clear distinctions about the positive and
negative impacts of cartoon viewing by children. The positive impacts of
cartoon viewing are-
Benefits of Cartoon Viewing
 |
Source: Adapted from Klein and Shiffman (2011), Pjekny et al (2013), Padilla-Walker et al (2013), Ukpong et al (2015), Borzekowski (2015)
The negative consequences of viewing cartoons by children are-
Drawbacks of Cartoon Viewing
 |
| Source: Adapted from Willett (2015), Goh et al (2015), Habib &
Soliman (2015), Ostovar et al (2016), Bose & Philip (2019) |
Because of the
aforementioned positive and negative impacts and consequences of viewing
cartoons on children, it is our responsibility to initiate the process of
understanding the state of viewing cartoons by preschoolers. There are
innumerable research dealing with the perceptions of parents about children
viewing television (He, Irwin, Bouck, Tucker, Pollet, 2016; Mukherjee, Gupta,
& Aneja, 2014; Sajjan, 2013, Thompson et al., 2015).
Foreign/dubbed Cartoon
Regarding the cross-cultural presentation
of the cartoons, Habib and Soliman (2015) made some very in-depth research.
Based on their survey-experimental research on children within the age group of
6 to 13 years of age, Habib and Soliman (2015) noted that the children watch
cartoons at an average of 18,000 hours, within the selected age limit, which is
enough to influence their psyche and social behaviour. While referring to
violence in the cartoons made by international companies, Habib and Soliman
(2015) offered the following examples –
Display of Violence in Cartoons
 |
Source: Habib and Soliman (2015, p. 262) This revelation shows that after spending
18,000 hours between the age of 6 to 13 years, a child is definite to get
influenced by such presentations. Though Prot et al. (2015) stated that
cartoons add the element of socialisation in the lives of children, such
exposures raise a question about the mode of socialisation that the child
acquires. According to Lamraoui (2016), the heroes and heroines of cartoon
characters influence children by being their ideal people. In the case of such
exposures, as noted by Habib and Soliman (2015), the state of idealisation gets
an anticipatory inhibition. The research initiations of Ondieki (2016) and
Njiiri et al (2018) on the children of Kenya watching foreign/dubbed cartoons
bring out the element of vulgarity and violence in the social behaviour of the
children. This is a definite threat to the process of viewing foreign/dubbed
cartoons by children, which contradicts the social and cultural format of the
respective society. Moreover, many scholars initiated
empirical research works and found that children get negative impacts by aggression
and violence as shown in the cartoons (Maqsood and Amer, 2014; Sultana, 2014;
Yousuf et al., 2015). the negative impact of acquiring slang and ‘tapori’
(down-market) language and behaviours by Pakistani children after watching ‘Tom
& Jerry’ and ‘Oggy and the Cockroaches’ from India; Ghilzai et al (2017)
establish that the foreign/dubbed cartoons are effective in generating
anti-social behaviour in the children. To have a practical understanding, check
the status of Egypt in this context. Egypt as Example As per the data of UNICEF, Egypt (2020),
the Egypt Census of 2017 declares that 34% of urban children, added by 14% of
rural children areas are highly engaged in using the internet, which is subject
to growth in upcoming future. However, few research derivations are focused on
gaining insight into television and internet usage of Egyptian children (Al
Morsy, 2000; Al Abd, 2003; Al Latif, 2007; Mahmoud, 2007). As identified by
Nada (2012), 92% of the total sample-sized population of Egyptian children
watch cartoons and among these children, 53.6% are actively watching a cartoon daily.
This research by Nada added that there were 39 popular cartoon characters that Egyptian
children watch and which aim to display good manners and behaviours to the
children. A recent observation on 87 popular cartoons as viewed by Egyptian
children between the age group of 7-12 years gets speculated. This speculation
was led by Nada (2016), who established that these cartoons teach pro-social
behaviours, especially altruism to these Egyptian children. Legal Regulation in Egypt The regulations in Egypt regarding the
creation and broadcast of children's content are very strict. As per the
declarations made by ICMEC (International Centre for Missing & Exploited
Children) (2018, p. 6) according to Art. 116-bis (a) anyone who adds any kind
of pornographic materials to the content that is viewed by children would be liable
to 2 years of imprisonment and will be fined from a range of 10,000 to 50,000
Egyptian pounds. This regulation is viable for all kinds of children's content
including cartoons and applicable to all kinds of modes of communication,
including the Internet and television (ICME, 2018). These norms are applicable
in Egypt, yet there is no confirmation about the strict follow-ups of the same.
Liberty to subscribe to cartoon channels is still a challenge to Egyptian
society. Children and Cartoon Viewing According to Hassan and Daniyal (2013),
viewing cartoons is a very common behavioural practice among children. To this
observation, Ghilzai et al. (2017) added that as children watch a cartoon and
they develop a very strong attachment to the displayed characters. Moreover,
the precautionary stream of thoughts led by Lillard and Peterson (2011); Rashid
(2015); Raza et al. (2016), and Njiiri et al. (2018), emphasised that cartoons
can lay both positive and negative impacts on children. As for Martarelli and
Mast (2013) and later Martarelli et al. (2015), children watch cartons very
attentively, yet they are aware of the fact that there is a difference between
the real-life people and the people that are being animated on eth screen.
However, it is the storyline and the similarity in the activities of the
cartoon characters that make the child imitate the same (Maftei and Măirean,
2017). These speculations were marked about children between the age group of 5
to 6 and 7 to 8 years, respectively, but nothing has been marked about preschoolers
between 3 to 5 years of age.
Some of the important discoveries about
the role of cartoons in children’s lives have been marked as revolutionary.
According to Oyero & Oyesomi (2014), by viewing cartoons, children can
learn many personal and social skills. From Barbie children learn about
dressing, from Tom & Jerry, children learn about humour, and many more
skills from different cartoons- Cartoon Viewing: Personality building & generating ideas  Source:
Oyero & Oyesomi (2014, p. 106) In a very
specific manner, Martarelli and Mast (2013) and Martarelli et al. (2015)
identified that children (between 5 to 6 years) watch cartons very attentively,
yet they are aware of the fact that real-life people and people that are animated
on the screen, are different. Still, it is the storyline and the supremacy of
the cartoon characters, which make children (between 7 to 8 years) imitate and
idealise these animated characters (Maftei & Măirean, 2017). Understanding
Preschoolers & Viewing Cartoons
According to Koçyiğit
(2014), the term pre-schoolers refer to children within the age group of 3 to 5
years of age, who attains readiness for school. However, Koçyiğit (2014)
further adds that this readiness for school or the status of being a
pre-schooler is subject to vary as per the levels of maturity among children.
Kuhn et al. (2016) noted preschoolers from the age of 3 to 5 years when the
child gains basic vocabulary for communicating with people around him or them.
On the other hand, Feriver et al (2019) stated the age span of preschoolers from
4 to 6 years. While initiating the research on the thinking process of
preschoolers, Feriver et al (2019) analysed 52 preschoolers from Turkey and
Germany. Feriver et al (2019) established that preschoolers are not capable of
detecting unintended consequences, or any kind of hidden
components. These derivations note that the preschoolers are thus not
capable of understanding the marketing strategies behind the cartoons. They
also remain unaware of the unintended consequences and
the hidden components behind a particular program that they
watch, especially the act of cartoon viewing. Moreover, in terms of
viewing cartoons, Habib and Soliman (2015) and Meng et al (2020) identified
that cartoon viewing is one of the very important events for a child. Habib and
Soliman (2015) and Meng et al (2020) further insisted that by watching cartoons
preschoolers can develop cognitive as well as socio-behavioural skills. This is
a very interesting investigation. Against the need to view
cartoons by preschoolers, Soumya et al (2014) discovered that in most households,
where the child’s grandparents are used as babysitters, cartoons are employed
as “temporary babysitters” to the child. This leads to the habit of overviewing
the cartoons by the child. According to many scholars, preschoolers are very
sensitive to learning and attaining intellectual, emotional, and social skills
(Jaswal, 2010; Harris, 2012; Koenig and Doebel, 2013; Butler & Markman,
2014). In this relation, the overviewing of cartoons by preschoolers has been
noted as tremendously harmful by many scholars (Habib
& Soliman, 2015; Ostovar et al., 2016; Shanthipriya &
Prabha, 2017; Bose & Philip, 2019). Mediation
Strategies: Role of Mothers In Relation with Mothers
İvrendi and Özdemir
(2010) noted that as a mother and her child gets involved in viewing TV
together, it becomes convenient for the child to get diverted from reality and
start believing whatever is displayed on the television. The reason as
identified by İvrendi and Özdemir (2010) is that the child believes that since
the mother is watching the program it is worth trusting. On the other hand,
İvrendi and Özdemir (2010) also established that if the mother does not
accompany the child in watching TV or any program, then the child gets sceptical
about believing the same. This is an empirical derivation that gets related to
the understanding of the belief system that a child generates as he or he views
cartoons with the mother. It has been marked that in the case of mothers’
perceptions about watching TV programs or any internet programs the child, gets
much safeguarded by strict discipline and restricted content. According to
Silje et al. (2018), since mothers are responsible for maintaining the mental
and physical development of the child, there is a limitation in watching
cartoons for the child. However, Webster et al. (2019) extended this thought
and further added that, as the mother is concerned about the visions and
physical exercises of the child, excessive cartoon viewing is a definite ‘No’.
These scholars also justified that most mothers believe that watching too many
cartoons can hamper their relationship with the child and that can even lead to
serious detachment (Silje et al., 2018; Webster et al., 2019). As for the relationships
of mothers in maintaining discipline in children for watching a cartoon, Okeke
et al (2020) initiated the connection of mothers with their child’s habit of
playing video games. Based on a qualitative research approach, Okeke et al
(2020) implemented focus group discussions among 18 participants in South-east
Nigeria. The derivations of Okeke et al (2020) established that mothers, in
general, adopt the aspects of negative kind of mediation against positive
mediation and thereby prefer to avoid the negative influence of video games and
emphasised on positive impacts of the same on the children. Theoretical
Speculations
To gain more insight into
the selected topic, this paper interprets the topic from a theoretical
perspective. The selected theories of understanding the contexts are -
Vygotskian Perspective, Conflict Resolution Theory, System Thinking, and
Cultivation Theory. Vygotskian
Perspective Concerning the need to gain mediation strategies for the mothers to manage the cartoon viewing of the preschoolers, the Vygotskian perspective is very appropriate as through this perspective, we can gain insight into cognitive ways of generating mediation strategies with the notion of practical internalisation of knowledge about the attained mediation strategies (Mishra, 2013). From the Vygotskian perspective, Bodrova and Leong (2004) offered a very practical understanding of the relationship between learning and the developmental process among preschoolers. Bodrova and Leong (2004) identified that reasoning power in preschoolers is temporary, yet very much present and they can use logical contexts to express themselves. The figures provided by Bodrova and Leong (2004) in the following images clarify this standpoint. Learning and Development of 5-year-old children  Source: Bodrova and Leong (2004, pp. 171-172) These derivations make it convenient to
develop logical or cognitive modes of mediation for making the preschoolers
understand the positive and negative sides of cartoon viewing. However, as
stated by Sharon and Woolley (2004) children have the least understanding about
reality and non-reality. It is important to note here that Mishra (2013) stated
that the approach for acquiring cognitive mediation strategies under the
Vygotskian perspective, by mothers must be based on the dialectical process. Conflict Resolution Theory The increasing interest of the children in
viewing cartoons and getting negative impacts from them, especially the
foreign/dubbed cartoons has created enough conflict between the parents and the
children. As identified by Ivrendi and Ozdemir (2010), Hassan and Daniyal
(2013), Tripathi and Singh (2016), Zafar and Chaudhary (2018), and Zhang et al
(2019) most parents agree that the cartoons viewed by children are getting out
of control and there is every possibility of acquiring negative impact for such
over watching. These circumstances have led to conflicts between the parents,
particularly the mothers and the children, and that has led to the need for
mediation strategies for the mothers. Based on research on 900 families with
more than 1,800 children, EIF (2017) identified two kinds of conflicts between
the children and their parents- · The destructive conflict
can disturb the mental health of both parents and children with long-term
impacts on life and increasing the risks of aggression, ‘the silent treatment’
or the non-verbal conflict. · Constructive conflict is
all about generating emotional and respect control that aims to resolve the
conflict through explanation and leads to lower risks to lives. The conflict resolution theory as
illustrated by Clark (1993) established that for resolving a conflict, it is
important that the participants of the conflict or the related observer hold
the specific incident and try to find out the solution to the same without
getting distracted by any other incident or incidents. Rexford (2007) on the
other hand stated that for mediating a conflict there is the need to get
connected to real-life experiences and understand the purpose and usability of
the conflict. As these theoretical aspects get lead to more conflicts with the
parents for using the tablets. Research led by Karniol (2010) and Ringgenberg
(2016) stated that children in their early speculated in terms of resolving
conflicts between mothers and children about using a tablet, Beyens et al
(2017) declared that the more the restrictive mediations faced by the children
childhood need social development and the same can be regulated by encouraging
by telling them that their behaviour is never bad. System Thinking Skills As noted by Ukpong et al (2015) cartoons
offer positive impacts on the cognitive and social lives of children. This observation
has been supported by Borzekowski, (2015), who noted that children watching
cartoons are getting better in counting. Moreover, Pjekny et al (2013) marked
the developments in language and vocabulary acquisition of the children. According to Kim (2016, p. 2), “System
Thinking is a way of seeing and talking about the reality that helps us better
understand and work with systems to influence the quality of our lives.”
As illustrated by
UNESCAP (2020), systematic thinking can help us in understanding the patterns
of behaviour and thereby restructure the mental modes (see Figure below for
details)-
Creation of Mental mode through Systematic Thinking  Source: UNESCAP
(2020)
UNESCAP (2020)
further stated that a systematic thinking model can be developed by following
the process noted below- Development Process of Systematic Thinking  Source: UNESCAP
(2020) The identified tools for the purpose of developing systematic thinking in mothers for generating mediation strategies for their preschoolers are identified as – Six Tools for System Thinking  Source:
Acaroglu (2017) While investigating the system thinking
skills among the children from elementary school level, Ben-Zvi-Assaraf et al
(2010) established that for children it is important that their parents remain
constantly observant about their behaviour and restrict them in case the
children are found to be violating any social or personal behavioural norms,
especially those set by the parents and the society. Cultivation Theory There is much former research which has
established that children are heavy viewers of various media sources,
especially watching cartoons (Strasburger and Jordan, 2009; Rideout et al.,
2010; Habib and Soliman, 2015). Many researchers even established the negative
impact of foreign/dubbed cartoons on the cultural values and beliefs of the
children (Raza et al, 2016), especially females being depicted as weak and
fragile (Gokcearslan, 2010; England et al., 2011), beauty representing goodness
(Bazzini et al., 2010), and even creating a threat to religious believes
(Ghilzai et al., 2017). The cultivation theory as led by media has
been defined by Gerbner (2002) as - “the
independent contribution television viewing makes to viewer’s conceptions of social
reality” (p.180). As for Morgan & Shanahan (2010), the
cultivation theory reveals that people in general - “often
construct their judgments on the probability of occurrence based on attributes
of the information they retrieve from memory” (p.189).
On a specific note, the cultivation theory
about media exposure has been well-established by Hawkins and Pingree
(Odukomaiya, 2014). According to Hawkins and Pingree, the relationship between society
and media has a first-order effect that is based on the reflective images of
social reality and is the source for presenting a general point of view of and about the
world (Odukomaiya, 2014) (see Figure below). Cultivation Theory Model by Hawkins and
Pingree  Source:
Odukomaiya (2014, p. 17) Thus, following the cultivation theory,
Odukomaiya (2014) derived that people or children who view cartoons are most
likely to consider the displayed content as true and the more they spend time
with the displayed content, the more they will generate the concepts as
reality, which will eventually cultivate their personality and behaviour. Thus,
the cultivation theory is an effective way of understanding and further
justifying the ways through which mothers generate perceptions about the
cultivated behavioural presentations of their preschoolers. Conclusion
and Recommendations The core objective of this paper was to
gain insight into the perceptions of cartoon viewing by preschoolers and
understand the ways to attain mediation strategies for the same. In doing so,
it has been realised that the concerns of cartoon viewing among preschoolers are
getting severe as the lockdown led by COVID-19 is offering ample time for them
to be with entertaining devices. The role of mothers in this subject is also
very vital. The need for mediation strategies to restrict inappropriate visuals
from children, especially from foreign/dubbed cartoons, has been considered necessary.
The empirical speculations have made it clear that the cartoon viewing is
changing into overviewing, due to the lockdowns and needs to be managed under
mediation strategies. The concerns related to the values and ideologies of the
children are definite challenges. This paper has noted that in terms of a strategic
way of mediating the act of cartoon viewing by preschoolers, the mothers should
favour watching those by themselves first. The idea is to understand what kind
of impact the respective cartoon will lead on the child. A pure strategic
investigation like this is a definite way of safeguarding preschoolers from
viewing cartoons that display - inappropriate visuals and advertisements.
Following the Vygotskian perspective, such mediating strategy is effective in
terms of adding practical internalisation of necessary knowledge and value
system in the preschoolers, while viewing cartoons. The responsibility of the
mothers is very vital on this front. Recommendations from the older sibling are
also a very common mediating strategy that seems to work appropriately for younger
preschoolers. This is an effective strategy under conflict resolution theory,
especially in terms of restricting foreign/dubbed cartoons for preschoolers. As
the mothers will refer to the cartoons recommended by the older sibling, the
younger siblings are more inclined to accept them. Thus, following the norms of
Cultivation theory, it can be established that viewing accepted content by preschoolers
is very important as these contents are the means of constructing the power of
judgments in the preschoolers and are appropriate in attributing necessary real-life
information in the memory of the preschoolers. The construct of an individual
personality in the child is much influenced by these cartoons and hence,
utilisation of mediation strategies is an effective way is an important aspect
of society in general. Eventually, it can be concluded that the
mothers are very conscious about the cartoon viewing of their preschoolers.
They implement mediation strategies of restricting inappropriate visuals. Thus,
the scrutinisation of cartoon content is an integral part of society, and the
contribution of the Government in making necessary policies
in this domain should be marked as noteworthy.
Recommendations Keeping in consideration the derivations,
this paper recommends that the mothers need to follow some strategic ways for
mediating the cartoon viewing of their preschoolers. The noted recommendations
in this context are- · Use of privacy settings
in electronic devices, so that the children do not see anything inappropriate for
their age · The mothers need to
discuss the cartoon shows among themselves a lot to understand the impact of
one over the other. · Awareness among the
mothers about the way of deriving meaning from the displayed content is very
necessary. · To generate a value-based
lifestyle and altruism among the preschoolers, the mothers should view these
cartoons with the preschoolers and later should discuss the good things that
they acquired from the shows. · Restriction to
foreign-dubbed content is a matter of personal choice, yet mothers should
restrict those that challenge the family and social ideologies. · The government
restrictions in the process of limiting inappropriate content displayed through
cartoons are very important. · Setting up new regulations
and cyber laws & policies is highly recommended by this paper.
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