FREE ESSAY ON MEDIA VIOLENCE IN CHILDREN'S LIVES

MEDIA VIOLENCE IN CHILDREN'S LIVES

Media Violence in Children's Lives
During the past decade, America has witnessed an alarming increase in the incidence of
violence in the lives of children. On a daily basis, children in America are victims of
violence, as witnesses to violent acts in their homes or communities, or as victims of
abuse, neglect, or personal assault. The causes of violent behavior in society are
complex and interrelated. Among the significant contributors are poverty, racism,
unemployment, illegal drugs, inadequate or abusive parenting practices, and real-life
adult models of violent problem-solving behavior. 
At the same time that there has been an increase in the number of reported violent acts
directed at children, there has been an increase in the amount and severity of violent
acts observed by children through the media, including television, movies, computer
games, and videotapes, and an increase in the manufacture and distribution of weapon-like
toys and other products directly linked to violent programming. 
In response, Governing Board appointed a panel of experts to guide the development of
initiatives and resources to assist teachers and parents in confronting the issue of
violence in the lives of children. This position statement addresses one aspect of the
proble -- media violence -- and is the first in a series of projects the Association
plans to address this important issue. We have chosen to address the issue of media
violence first because, of all the sources and manifestations of violence in children's
lives, it is perhaps the most easily corrected. The media industry ought to serve the
public interest and ought to be subject to government regulation.
The responsibility of adults and of public policy to protect children from unnecessary
and potentially harmful exposure to violence through the media and to protect children
from television content and advertising practices that exploit their special
vulnerability (Huston, Watkins, & Kunkel, 1989). Television and other media have the
potential to be very effective educational tools for children. Research demonstrates that
television viewing is a highly complex, cognitive activity, during which children are
actively involved in learning (Anderson & Collins, 1988). Therefore, supports efforts to
use media constructively to expand children's knowledge and promote the development of
positive social values. Supports measures that can be taken by responsible adults to
limit children's exposure to violence through the media is an important details Such
efforts include but are not limited to:
? legislation requiring reinstatement of guidelines for children's television by the
Federal Communication Commission, including requirements for videotapes and elimination
of television programs linked to toys 
? legislation limiting advertising on children's programming, and standards for toys to
ensure that they are not only physically safe but also psychologically safe 
? legislation enabling the development of voluntary television-industry standards to
alleviate violence in programming, specifically exempting such efforts from anti-trust
regulation 
? promotion of more developmentally appropriate, educational programming that meets
children's diverse needs for information, entertainment, aesthetic appreciation, positive
role models, and knowledge about the world (Huston et al., 1989) 
? development and dissemination of curriculum for teachers to improve children's critical
viewing skills and to teach nonviolent strategies for resolving conflicts 
? development of resources to assist parents in the constructive and educational use of
media with their children 
During early childhood, the foundation is laid for future social, emotional, cognitive,
and physical development. During this formative period, young children are particularly
vulnerable to negative influences. In most instances, children have no control over the
environmental messages they receive. Up until age seven or eight, children have great
difficulty distinguishing fantasy from reality, and their ability to comprehend nuances
of behavior, motivation, or moral complexity is limited. This special vulnerability of
children necessitates increased vigilance to protect them from potentially negative
influences. Parents are ultimately responsible for monitoring their children's viewing
habits; however, parents cannot be omniscient and omnipresent in their children's lives.
Parents need assistance in protecting their children from unhealthy exposure to violence.
Therefore, limits must be placed on the content of programming directed at children.
Restricting violence in children's programming should not be considered censorship, any
more than is protecting children form exposure to pornography (Carlsson-Paige & Levin,
1990). Likewise, industry standards to limit violence in children's programming should be
developed as action taken in the public interest.
Rationale
This position statement is based on research examining the amount of violence present in
the media as well as the effect of exposure to violent programming on children's
development. Data clearly indicate that violence in the media has increased since 1980
and continues to increase. In addition, there is clear evidence to support the negative
impact of viewing violence on children's development.
How violent are the media for children?
The problem of violence in the media is not new but has become much worse since the
Federal Communication Commission's decision to deregulate children's commercial
television in 1982. For example, air time for war cartoons jumped from 1-1/2 hours per
week in 1982 to 43 hours per week in 1986 (Carlsson-Paige & Levin, 1987; Tuscherer,
1988). Children's programs featured 18.6 violent acts per hour a decade ago and now have
about 26.4 violent acts each hour (Gerbner, 1990). Adults need to recognize that the
content of programming has changed, and as a result the potential for negative effects on
children's development is greater. Next to family, television and other media may be the
most important sources of information for children, rivaling the school as a principal
factor influencing their development.
How do violent media affect children's development?
Research consistently identifies three problems associated with heavy viewing of
television violence: Children may become less sensitive to the pain and suffering of
others; they may become more fearful of the world around them; and they may be more
likely to behave in aggressive or harmful ways toward others (National Institute of
Mental Health, 1982; Singer & Singer, 1984, 1986; Singer, Singer, & Rapaczynski, 1984;
Rule & Ferguson, 1986; Simon, 1989). Exposure to media violence leads children to see
violence as a normal response to stress and as an acceptable means for resolving
conflict.
Of great concern to early childhood educators is the negative effect of viewing violent
programs on children's play. The importance of children's imaginative play to their
cognitive and language development is well documented (Piaget, 1962, 1963; Johnson,
Christie, & Yawkey, 1987). Research demonstrates that watching violent programs is
related to less imaginative play and more imitative play in which the child simply mimics
the aggressive acts observed on television (NIMH, 1982). In addition, many media
productions that regularly that regularly depict violence also promote program-based
toys, which encourage children to imitate and reproduce in their play the actual
behaviors seen on television or in movies. In these situations. children's creative and
imaginative play is undermined, thus robbing children of the benefits of play for their
development (Carlsson-Paige & Levin, 1990). In their play, children imitate those
characters reinforced for their aggressive behavior and rehearse the characters' scripts
without creative or reflective thought. Children who repeatedly observe violent or
aggressive problem-solving behavior in the media tend to rehearse what they see in their
play and imitate those behaviors in real-life encounters (Huesmann, 1986; Rule &
Ferguson, 1986; Eron & Huesmann, 1987). In short, children who are frequent viewers of
media violence learn that aggression is a successful and acceptable way to achieve goals
and solve problems; they are less likely to benefit from creative, imaginative play as
the natural means to express feelings, overcome anger, and gain self-control.
Recommendations
What should policymakers and broadcasters do?
The reinstitution of FCC standards establishing limits on violent depictions during hours
children are likely to watch television. Standards would also control the degree to which
violence is depicted so as to be perceived by children as a normal and acceptable
response to problems, as equated with power, as leading to reward or glorification of the
perpetrator. An additional strategy would be to develop a parental guidance rating system
for network and cable television, videotapes, and computer games similar to that
established for movies.
The self-regulating code of the National Association of Broadcasters (1980) was a
responsible position of the television industry toward young children. As an immediate
action, laws prohibiting the adoption of such voluntary standards as violations of
anti-trust regulation should be repealed.
Industry standards should also limit advertising during children's programming in
recognition of children's inability to distinguish the advertising from programming
content and to prevent acts of aggression or violence being separated from consequences
by intervening commercials. Studies show that children up to eight years of age are less
likely to learn the lesson of a program when ads intervene between an anti-social act and
its consequences.
Finally, broadcasting standards should prohibit product-based programming and
feature-length programs whose primary purpose is to sell toys, especially when those toys
facilitate imitation of violent or aggressive acts seen on television. Children are
unable to evaluate the quality and play value of such products depicted on television.
Program-based advertising creates in children an insatiable desire for these single-use
toys; children start to believe that they can't play without the specific props seen on
television (Carlsson-Paige & Levin, 1990).
What can teachers do?
Early childhood teachers have a responsibility to assist children in developing skills in
nonviolent conflict resolution, to assist children to become critical viewers of all
forms of media, and to encourage the constructive use of the media for instilling
positive social values. Teachers need to be aware of what is currently being broadcast to
children and to inform parents of the impact of violent media on children's development.
Unfortunately, the effect of deregulation on the quality of children's television has
made it necessary for teachers and parents to be more vigilant that they would have to be
if the government and television industry acted more responsibly toward children.
Teachers can work with children when themes of television violence appear in their play
to facilitate more appropriate problem solving and/or creative, imaginative play.
Teachers should inform parents when negative or violent themes appear as a regular part
of their children's play and support parents in their efforts to monitor children's
viewing habits.
As professionals, early childhood educators should share their knowledge of child
development and the effects of violent media viewing with legislators and sponsors of
children's programming. It is the professional responsibility of early childhood
educators to advocate for more developmentally and educationally appropriate programming
for children. Teachers need to recognize that media are also a powerful teacher that can
and should be used constructively with children. Contrary to popular belief, television
viewing is not a passive activity; children are mentally active during television viewing
(Anderson & Collins, 1988). The use of media as an educational tool should not be
rejected because much of commercial television currently lacks educational value or
promotes violence. Instead, early childhood professionals should advocate for policy that
eliminates violence and improves the educational value of media, and should use media
constructively in their work with children.
What can parents do?
The absence of government regulation of children's television has made parents' job more
difficult, necessitating more parental monitoring of what children see on television.
This unfortunate situation places additional, unnecessary pressure on parents. Even when
industry standards are developed, parents are responsible for monitoring the quality and
quantity of the media to which their children are exposed. Standards will make the job
easier, however. In the meantime, parents can watch television and other media with their
children and evaluate the shows together. Children do not interpret programs the same way
adults do. Adults need to talk with children about what they observe through the media,
to find out how children are interpreting what they see and to help clarify
misinterpretations. Parents can designate an approved list of media options for their
children and give children choices from among approved shows.
Parents need to be aware that much of what children watch on television is not
specifically intended for children. It has been estimated that only 10% of children's
viewing time is spent watching children's television; the other 90% is spent watching
programs designed for adults (Van Dyck, 1983). Parents can assist children in finding
alternatives to viewing adult television. In addition, parents can use videotapes of high
quality children's programming and public television when commercial alternatives are not
available.
As consumers, parents should recognize and use their influence with sponsors of
children's programs. The primary purpose of commercial television is not to entertain or
to educate but to sell products. Parents can communicate with advertisers on programs
that are valuable, as well as sponsors of programs that are violent. Parents can also
help their children become educated consumers and involve them in writing complaints to
broadcasters and companies that use violent images in an attempt to sell toys and other
products. As taxpayers, parents can encourage their legislators to adopt policies to
protect children from media violence.
Conclusion
The prevalence of violence in American society is a complex social problem that will not
be easily solved. Violence in the media is only one manifestation of the larger society's
fascination with violence. However, media violence is not just a reflection of violent
society, it is also a contributor. If our nation wishes to produce future generations of
productive adults who reject violence as a means of problem solving, we must reassert the
vital role of government in protecting its most vulnerable citizens and, together, work
to make media part of the solution.
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