The Effect of Television Viewing on Children’s Behavioral Development

Shauna Davis Comment by Veronica Oliver: Hi, Shauna! Welcome to the Writing Center. My name is Veronica, and I’ll be reviewing your paper today. You can read more about me on the Writing Center’s Meet Our Staff page.You noted that you would like feedback on grammar and sentence structure. I will certainly provide you feedback on this. During the process of my review, I might provide other suggestions for revising based on patterns I see in your paper. However, since I will not be commenting on every instance of an issue, make sure you apply my feedback to your whole paper. Please email me at writingsupport@waldenu.edu if you have any questions about my comments! Let’s get started

Walden University

MS Psychology – I/O Psychology

PSYC-6393 (Capstone)

September 29, 2019

Abstract

Table of Contents

Introduction……………………………………………………………………4

Contemporary Issues…………………………………………………………..5

Background Definitions…………………………………………………..……6

Problem Statement…………………………………………………………….7

Integrated Literature Review…………………………………………………..9

Critical Analysis……………………………………………………………….TBD

Problem Resolution……………………………………………………………TBD

Social Implications…………………………………………………………….TBD

Capstone Reflection……………………………………………………………TBD

References………………………………………………………………………TBD

Introduction

Child behavioral development is important to every parent, society and the nation at large. When children are brought up in a well-mannered way through instilling good behaviors in them, parents as well as the society finds peace and joy in the children. Nevertheless, due to the changing nature of the society, children brought up has greatly changed. [<–Sentence structure: As a reader, this sentence was hard for me to follow as not all points within the sentence were clear and or clearly connected. Example: Parents have been raising children differently in tandem with societal changes] Technology has impacted the behavior of children and continues to change their lives differently each day. [<–APA: Is this point supported by a source? Per APA, each sentence that provides information from a source, or needs to be supported by a source, should be cited. This is to ensure points are supported and accidental plagiarism is avoided] The availability and accessibility of technological gadgets such as cellphones, computers, television by children is increasing every day. This paper focuses on investigating on how television viewing has influenced behavioral development among children below 18 years of age. Research studies about child behaviors is greatly influenced by what they watch in television, online, movies and peers more than the influence and guidelines they get from their parents and close relatives. [<–Connection and flow: As a reader, the connection between this point and the previous one wasn’t quite clear to me. For instance, this point seems more general than the previous point which seems like a purpose statement for the paper]

Children hostile behaviors are increasing tremendously currently in different ways. [<–Connection and flow: As a reader, I wasn’t always following the connection and flow among points. For instance, some points from the previous paragraph seem connected to points in this paragraph, such as the focus on children’s behavior in connection to technology. For strong connection and flow, I suggest keeping like / similar topics and points together] The influences children get while watching television are both positive and negative. For instance, child bullying in schools, drug use, early introduction into sex, malnutrition and obesity, aggressive and violent behaviors and prosocial and educational benefits are some of the influence children get from watching television. [<–Sentence structure: As a reader, some sentences were hard for me to follow. For instance, not all wording within this sentence was clear and or clearly connected. For clear and complete sentences, I suggest ensuring wording within sentences are clear and clearly connected and sentences follow subjectverbobject as a structure. Example: For instance, television may influence children to become involved in drug use and early sex, develop eating disorders, or partake in bullying and other aggressive and violent behaviors. The highlighting and font correspond to the parts of the sentence: yellow highlighting in bold type=subject; green highlighting in underlined type=verb; blue highlighting in italicized type=object] However, the negative effects are of high concern since they make the child antisocial and eventually turns the child inhumane. The educative episodes in television enhances the vital educational skills for children during their preschool period hence improving the academic performance of the child. Nevertheless, “television viewing in infancy is disruptive to play; it reduces the quality and quantity of child-parent interactions and is associated with inattentive/hyperactive behaviors, lower executive functions, and language delay, at least in the short-term” (Kostyrka-Allchorne, K., Cooper, N. R., & Simpson, A., 2017). [<–Introduction and connection and flow: Since sources are used to support claims, they would usually not begin or end a paragraph. That said, as a reader, it wasn’t quite clear to me if all of these points in these introduction paragraphs were part of the introduction. More specially, the first paragraph of a paper is usually the introductory paragraph that introduces the overall topic of the paper for readers and ends with a thesis (the main claims you argue in the paper) and or a purpose statement, so readers know what will be covered in the paper regarding the topic introduced. Example purpose statement: In this paper, I will discuss xxx] Comment by Veronica Oliver: Connection and flow: You might check out our blogs on connection and flow and transitions for tips on ensuring strong organization, connection, and flow among points Comment by Veronica Oliver: Connection and flow: Here is an example of where a transitions (“For instance”) helped connect points for me as a reader as points move from a claim to an example to support the claim Comment by Veronica Oliver: Sentence structure: You might check out our page on sentence structure—on the right side you can find the tab for “knowledge check” where you can test your knowledge of sentence structure Comment by Veronica Oliver: APA: This is correct—using “&” as opposed to “and” when a source is cited parenthetically (when it is in parentheses) Comment by Veronica Oliver: APA: Author’s first name initials wouldn’t be included in a citation. As well, when a direct quote is included, the page number where the quote was found would be included (as “p. xx”). For sources with no page numbers, the paragraph number would be included (as “para. xx”) Our page on citation includes an overview of how to cite, how often, and the importance of doing so

Contemporary Issue

There are various contemporary issues that are meaningful when discussing the effects of television watching among children: (1) the increase of juvenile delinquency behaviors which is attributed to imitations from television (de Leeuw, R. N. H., Kleemans, M., Rozendaal, E., Anschütz, D. J., & Buijzen, M., 2015); (2) rise in obesity among young children due to too much time taken watching television and consumption of snack among the young children (Nikkelen, S. W. C., Vossen, H. G. M., & Valkenburg, P. M., 2015); (3) increase in drug and alcohol abuse among children as influenced by the ads children see in television among other key contemporary factors. All these factors significantly influence the behavioral development of children and thus appropriate actions should be taken to revert the trend. This paper intends to find the changing life of children dur to the introduction and continuous use of television among children. Comment by Veronica Oliver: Spelling: Do you mean “due” here as opposed to “dur”?

Background Definitions

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Problem Statement

The problem is that many children are developing extraordinary behaviors which their parents and guardians don’t even understand how they got the behaviors. Juvenile delinquency has increased more significantly due to these adopted behaviors. Children are become obese and have developed critical medical problems because of too much time children take watching television than playing and doing other physical exercises useful to their health wellbeing. A research done by the University of Michigan found that just being awake and in the room with the television for several hours a day poses risk of obesity at ages three to four-and-a-half. [<–Cohesion and flow: As a reader, it wasn’t quite clear to me what the focus of the paper was. For instance, earlier it seemed that the focus was on violent behavior as a result of children watching television, whereas here the focus seems to be obesity. As well, this section seemed like an additional introduction section, so I wasn’t quite following the cohesion and flow of the topic and sections of the paper] Children effected by this will have weight issues that continue into adulthood resulting in serious and complicated medical challenges (Michael Rich, M.D., S. Jean Emans, M.D., Elizabeth R. Woods, M.D., M.P.H., Robert H. DuRant, Ph.D., 2013). Children watch the most television on weekends, in doing so this affects their body mass index (BMI), and can lead to obesity in adulthood. A study done by researchers from Michigan University and colleagues while investigating question whether physical activity, dieting, inactive behavior or television viewing predicted BMI among children in the ages of 3- to 7 years. Research have found that lack of physical activity and television viewing are common factors for becoming overweight. Watching television was considered a higher influence than dieting. Inactivity and television viewing became stronger predictors as children aged. Comment by Veronica Oliver: Cohesion and flow: Our archived webinar on cohesion and flow covers topics such as transitions, thesis statements, and organization Comment by Veronica Oliver: Thanks for sharing your work with me, Shauna! Since I focused on some main patterns in your work, I will end my review here for today, so you can work on applying my feedback to your paper as a whole. I would love to work with you again, so once you apply my feedback to this draft, or another assignment, you might sign up for another review with me.Here are my main suggestions for revising this draft:Revise introduction Ensure strong organization, cohesion, and flow Revise sentences for structure and clarity Revise per APA (citations and references) I commented on your reference list so make sure you check that out. 😊Scholarly writing takes practice. Writing goals help you to focus on the skills needed to grow and advance. Our new goal plan pilot supports students’ writing goals through guaranteed access to four paper review appointments with the same Writing Center instructor. You’ll receive individualized feedback and resources designed to maximize progress. To enroll, complete this module and use the submission form at the end to join the pilot. We hope to see you soon!After you review my comments, you can provide feedback regarding your review and experience with the Writing Center: How was your experience with the Writing Center? Take a short survey to let us know how we’re doing!

Another serious problem a child is exposed to while watching television is the overweight problem. Previous studies gathered were based on adults the age of 26, and how much television watched as children. Research found that "17% of overweight, 15% of raised serum cholesterol, 17% of smoking, and 15% of poor fitness can be attributed to watching television for more than 2 hours a day during childhood and adolescence." After monitoring for perplexing variable. Therefore, when children watch television too much, results are that they are likely to become overweight problem at an old age.

A key problem for parents and the society with children currently is the information children get from television about sexuality and relationships, sexually transmitted diseases as well as birth control measures which most parents, schools even religious denominations fail to talk with their children about. Therefore, children are left with no option but turning to television where all the information about sex is available. The sexual content which is available on television is mostly for adults, hence, children are sexually exploited by what they watch in soap operas, music videos, prime time shows and advertisements which all contain lots of sexual content, but usually nothing about contraception or safer sex (Labaš, S. D., & Ljubičić, M., 2016). According to American Journal Assc (2015), adolescents that are exposed to sexual content displayed on TV are more likely to impregnate or become pregnant. Researchers found even after monitoring for other risk factors, adolescent pregnancy increased with more sexual exposure on television. Alcohol use among children is initiated by the frequent advertisement that runs through the television while watching prime shows. Children are therefore introduced to alcohol use while at their tender age and hence affects greatly their behavioral development.

Therefore, the major problems that arise to children while watching television are earlier sexual orientation, overweight, drug abuse and lack of sleep due to too much time watching television. This problem requires a lot of attention to protect children for bad behavior development.

Integrated Literature Review

Various studies have been conducted on the affect television viewing and child development are similar in various parts of the world. The effect television viewing influences children are dependent on the age range of the child and the duration the child takes watching TV in a single day. A study done by Ling-Yi Lin at el (2015) on television exposure and how it effects developmental skills among young children. The study was based in Taiwan where a sample of 150 children ages between 15 months and 36 months were interviewed on the effect television viewing has on language, cognitive and motor development skills.

Data Collection Procedures and Data Analysis Used in the Study

Lin-Yi Lin et al (2015) conducted the research at Southern Taiwan university medical center on pediatric outpatient clinics after the National Cheng Kung University Hospital gave the ethical clearance license to conduct the study. Parents and caregivers were requested to allow their children to participate in the study by signing a written informed consent for the same. The children who participated in the study were divided into two broad groups, i.e. those who frequently watched television and those who watched television infrequently. After the grouping, those who rarely watched TV were used as control group for the study. Both children and the parents/caregivers were participants in a study where questions were tailored towards them. One question the parents/caregivers were asked was if the child use any source of entertainment such as television, smartphone, iPad, and computer (Lin-Yi Lin et al, 2015).

The measures studied were developmental assessment and demography. Based on the developmental assessment of children, language skills development and the intellectual development of the child. Demographic information collected during the study were gender, age, birth order, weight, height, preschool attendance, care providers, media used, and time spent on each of these activities (Lin-Yi Lin et al, 2015). The parental and family characteristics included marital status, ethnic group, parent highest education level, and employment status is part of the demographic information collected from parents or caregivers and children. SPSS statistical software was used for the analysis and appropriate statistics were recorded.

Results

The study by Ling-Yi Lin et al (2015), the outcome of the study showed that children that frequently watched television (137.2 min per day) had a higher probability of experiencing delayed cognitive, language, and motor development skills than children who infrequently watched television (16.3 min per day). There is an increase of delayed language development when a child is more exposed to viewing television. According to Ling, et al (2015), children who were often exposed to television were at risk for delayed motor development skills than those who were infrequently exposed (OR = 3.7). Children exposed to TV at an early age experiences language development as they grow.

The article addressed is relevant to the study since it provides background on the influence television viewing has on children. It forms part of the support from the study based on the effect television viewing have on the child’s behavioral development.

Literature Review II

Child developmental behaviors studies has been done by various researchers. More specifically, the effects technology has on children has been done. Television viewing and use of phones as well as social media access has made more negative effects on children as compared to positive impacts. Four articles will be analyzed and integrated to support the literature of the research topic. The contributions the studies have made to the topic, the methods of data collection used for the study and the results of the research.

Li, K., Jurkowski, J. M., & Davison, K. K. (2013) studied the influence of excessive television watching on little children – at preschool age. The study involved the examination on how social support from family members influences children to watch television and the outcome of the social support. The study involved a random sample 129 parents of pre-school children of ages between 2 and 5 years old (Li, K., Jurkowski, J. M., & Davison, K. K., 2013). The research questions were administered to the caregivers on how they socially support their children to watch television. The frequency of allowing their children to watch television was considered and then the behavior changes of their children, i.e. physical activities, eating activities, weight, stress perception and management as well as symptoms of depression (Li, K., Jurkowski, J. M., & Davison, K. K., 2013). The social support which children receive from nonfamily members was also measured and recorded (Li, K., Jurkowski, J. M., & Davison, K. K., 2013).

The findings from the study shows that children took approximately three hours to watch television per day (Li, K., Jurkowski, J. M., & Davison, K. K., 2013). The increased time of watching TV per day resulted to poor family functioning, increased obesity among the children, rise in depression cases among the children, increased maternal stress had a direct association with the time the child takes watching television per day. The study also reported that children reduced their playing time to watch television hence increase in obesity among the children (Li, K., Jurkowski, J. M., & Davison, K. K., 2013).

Ansari, A., & Crosnoe, R. (2016) studied whether the difficult behaviors of a child at earlier years were associated with television watching more frequently at this age. The time children watched television per day has a significant influence of their behaviors, i.e. health behavior, social interaction, their achievements both at the early and late time (Ansari, A., & Crosnoe, R., 2016, Christakis, 2009). The more the time children take watching television, the more the deterioration of the behaviors of the child (Ansari, A., & Crosnoe, R., 2016).

The study reported that children between ages two and five years watched television for approximately two hours a day (Ansari, A., & Crosnoe, R., 2016). Ansari, A., & Crosnoe, R. (2016) included several independent variables such as the age the age of the child, the economic status of the parents, the number of siblings in the family, the region where the child is from, the race of the child, the marital status of the parents and the migration status of the child as well as the preschool going status of the child. A sample of 6, 250 children born in US were sampled and used for the study (Ansari, A., & Crosnoe, R., 2016).

The result of the study shows that the hypersensitive behaviors of the child were associated with television watching (Ansari, A., & Crosnoe, R., 2016). The behaviors are nevertheless not very aggressive (Ansari, A., & Crosnoe, R., 2016). Less disadvantaged families allowed children to watch television for more time as opposed to advantaged families (Ansari, A., & Crosnoe, R., 2016).

Another study by Kostyrka-Allchorne, K., Cooper, N. R., & Simpson, A. (n.d.) where the association between child’ development and cognitive behavior and television viewing. According to Kostyrka-Allchorne et al (n.d.) where children 14 years or less were involved in the study, reported that the age of the child determines the duration the child takes to watch television per day. Older children – adolescents – watched television more than the younger ones – less than 5 year. The behavioral influence increased with the duration taken to watch television. Nevertheless, the adolescents watched education shows more than their young ones, hence they were beneficial to them (Kostyrka-Allchorne et al, n.d.). Linebarger & Walker, (2005) however reported that when infants watch the educative shows with the adolescents, their language development was affected negatively.

Kostyrka-Allchorne et al (n.d.) indicated that television watching among the children lowers the likelihood of them acquire and learn languages and communication skills. The communication skills and the language used by children who spend more time per day to watch television is closely associated with the shows they watch (Kostyrka-Allchorne et al, n.d.). As Ansari, A., & Crosnoe, R. (2016) reported, Kostyrka-Allchorne et al (n.d.) similarly founded out that the age and family social economic status contributed immensely to time the child watch television per day. Television watching reduces the playtime of the child, the interaction time between parents and children, lower responsiveness and delay in language development among the children (Kostyrka-Allchorne et al, n.d.).

Zhao, J. et al (2018) studied the effect of excessive television watching among the children on their sleep time, the body mass index and their interaction with their parent. A sample of 20,324 – three to four years of age children were used in the study (Zhao, J. et al, 2018). Both parents and children were asked questions. Specifically, the duration the child took watching television, playing, sleeping, interacting with their parent as well as the age and height of the child were recorded. The difficult questions were answered by parents. The study was based in Shanghai – China.

The results show that the increased time to watch television affected the psychological well-being of the child. The association between sleeping time, parents’ interaction, time playing were neatively associated with time taken watch television (Zhao, J. et al, 2018). This is in line with the previous studies.

Therefore, child development behaviors and television watching are negatively associated. The more time a child took watching television lowers his/her development skills. Parents and caregivers should control television watching for their children to enable them development their behaviors well. The four articles used of the synthesize and integration are listed below;

1. Li, K., Jurkowski, J. M., & Davison, K. K. (2013). Social support may buffer the effect of intrafamilial stressors on preschool children's television viewing time in low-income families. Childhood Obesity, 9(6), 484-91. http://dx.doi.org.ezp.waldenulibrary.org/10.1089/chi.2013.0071

2. Kostyrka-Allchorne, K., Cooper, N. R., & Simpson, A. (n.d.). The relationship between television exposure and children’s cognition and behaviour: A systematic review. DEVELOPMENTAL REVIEW, 44, 19–58. https://doi-org.ezp.waldenulibrary.org/10.1016/j.dr.2016.12.002

3. Zhao, J., Zhang, Y., Jiang, F., Ip, P., Ho, F. K. W., Zhang, Y., & Huang, H. (2018). Excessive Screen Time and Psychosocial Well-Being: The Mediating Role of Body Mass Index, Sleep Duration, and Parent-Child Interaction. The Journal of Pediatrics, 202, 157–162.e1. https://doi-org.ezp.waldenulibrary.org/10.1016/j.jpeds.2018.06.029

4. Ansari, A., & Crosnoe, R. (2016). Children’s hyperactivity, television viewing, and the potential for child effects. Children and Youth Services Review, 61, 135–140. https://doi-org.ezp.waldenulibrary.org/10.1016/j.childyouth.2015.12.018

Summary

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References Kostyrka-Allchorne, K., Cooper, N. R., & Simpson, A. (2017). The relationship between television exposure and children’s cognition and behaviour: A systematic review. Developmental Review, 44, 19–58. https://doi-org.ezp.waldenulibrary.org/10.1016/j.dr.2016.12.002 de Leeuw, R. N. H., Kleemans, M., Rozendaal, E., Anschütz, D. J., & Buijzen, M. (2015). The impact of prosocial television news on children’s prosocial behavior: An experimental study in the Netherlands. Journal of Children and Media, 9(4), 419–434. https://doi-org.ezp.waldenulibrary.org/10.1080/17482798.2015.1089297 Nikkelen, S. W. C., Vossen, H. G. M., & Valkenburg, P. M. (2015). Children’s television viewing and ADHD-related behaviors: Evidence from the Netherlands. Journal of Children and Media, 9(4), 399–418. https://doi-org.ezp.waldenulibrary.org/10.1080/17482798.2015.1088872 Michael Rich, M.D., S. Jean Emans, M.D., Elizabeth R. Woods, M.D., M.P.H., Robert H. DuRant, Ph.D. (2013). Aggressors or victims: Gender and race in music video violence: Division of Adolescent/Young Adult Medicine, Children’s Hospital, Harvard Medical School, Boston, MA. (1997). Journal of Adolescent Health, 20(2), 135. https://doi-org.ezp.waldenulibrary.org/10.1016/S1054-139X(97)87566-0 Viewing sexual content on TV linked to subsequent teen pregnancy. (2015). Community Practitioner, 81(12), 38. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edb&AN=43347045&site=eds-live&scope=site Labaš, S. D., & Ljubičić, M. (2016). Provođenje Slobodnog Vremena Zavisnika Od Alkohola U Periodu Pijenja I Periodu Rehabilitacije. Sociologija/Sociology: Journal of Sociology, Social Psychology & Social Anthropology, 54(3), 527–548. https://doi-org.ezp.waldenulibrary.org/10.2298/SOC1203527D Lin, L.-Yi., Cherng, R.-J., Chen, Y.-J., Chen, Y.-J., & Yang, H.-M. (2015). Effects of television exposure on developmental skills among young children. INFANT BEHAVIOR & DEVELOPMENT, 38, 20–26. https://doi-org.ezp.waldenulibrary.org/10.1016/j.infbeh.2014.12.005 Hammad, S. S., & Berry, D. C. (2017). The Child Obesity Epidemic in Saudi Arabia: A Review of the Literature. Journal of Transcultural Nursing, 28(5), 505–515. https://doi.org/10.1177/1043659616668398 Ansari, A., & Crosnoe, R. (2016). Children’s hyperactivity, television viewing, and the potential for child effects. Children and Youth Services Review, 61, 135–140. https://doi-org.ezp.waldenulibrary.org/10.1016/j.childyouth.2015.12.018 Intusoma, U., Mo-suwan, L., Ruangdaraganon, N., Panyayong, B., & Chongsuvivatwong, V. (2013). Effect of television viewing on social–emotional competence of young Thai children. Infant Behavior & Development, 36(4), 679–685. https://doi-org.ezp.waldenulibrary.org/10.1016/j.infbeh.2013.07.001 Li, K., Jurkowski, J. M., & Davison, K. K. (2013). Social support may buffer the effect of intrafamilial stressors on preschool children's television viewing time in low-income families. Childhood Obesity, 9(6), 484-91. http://dx.doi.org.ezp.waldenulibrary.org/10.1089/chi.2013.0071 Hart C.N, Hawley N, Davey A, et al. (2017). Effect of experimental change in childrenʼs sleep duration on television viewing and physical activity. Pediatric Obesity, (6), 462. https://doi-org.ezp.waldenulibrary.org/10.1111/ijpo.12166 Kostyrka-Allchorne, K., Cooper, N. R., & Simpson, A. (n.d.). The relationship between television exposure and children’s cognition and behaviour: A systematic review. DEVELOPMENTAL REVIEW, 44, 19–58. https://doi-org.ezp.waldenulibrary.org/10.1016/j.dr.2016.12.002 Beales III, J. H., & Kulick, R. (2013). Does Advertising on Television Cause Childhood Obesity? A Longitudinal Analysis. 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Excessive Screen Time and Psychosocial Well-Being: The Mediating Role of Body Mass Index, Sleep Duration, and Parent-Child Interaction. The Journal of Pediatrics, 202, 157–162.e1. https://doi-org.ezp.waldenulibrary.org/10.1016/j.jpeds.2018.06.029 Lee, E.-Y., Spence, J. C., & Carson, V. (n.d.). Television viewing, reading, physical activity and brain development among young South Korean children. JOURNAL OF SCIENCE AND MEDICINE IN SPORT, 20(7), 672–677. https://doi-org.ezp.waldenulibrary.org/10.1016/j.jsams.2016.11.014