  |
 |
 |
>Television
Policy
Television and Child Development
The school asks that parents keep their children's TV and video viewing to a minimum, and in the case of young children (kindergarten and lower primary), to remove the regular possibility altogether.
At first, in the context of common culture, and "normal" life, this position may seem to be dogmatic or plain silly. It may also appear to be undemocratic because some parents may feel this is an intrusion by the school into the private realm of the home. There is also the question of why there is a problem with viewing informative TV or video programs, (eg documentaries).
The school's position regarding TV viewing is based on several issues. These issues can only be put briefly here, however, some books are suggested for those who wish for further information.
Content: Firstly, much TV content today portrays violence (physical, emotional, social, racial, cultural). This provides negative modelling. Secondly, children are burdened with a flood of images and facts beyond their capacity for healthy assimilation and inner transformation.
In this respect, selective viewing, discussion and training in discrimination is not able to fully eliminate difficulties. The young child lacks the critical faculty and inner detachment. It is not just a matter of training, but of innate disposition. It is natural for children to be affected by the images that they take in.
Process: It is not generally recognised that the biggest issue around television viewing is not the content, but the medium itself. The Emery Report (Australian National University) established that no matter what the program is, human brain wave activity enters characteristic patterns. Data is "received" at a rate faster than nerve pathways can adequately cope with, (this is particularly true in the case of young children). There is a deadening of the thought life. The viewer becomes relatively passive or "spaces out". Active attention and the critical faculty are suppressed. After constant exposure to this process, the capacity of the organic system is dulled.
Imagination, Fixed and Free
One of the key aims in our method of educating is to help the child toward developing the faculty of free imagination. So, for example, we generally tell stories without offering printed pictures. Our words provide the raw materials. The child has to “clothe” the story with her/his own images. Television hinders the development of free imagination. TV images for the young child are reality, they cannot yet separate what they see from what they internalise. Imagination thus lacks mobility. This may have long-term repercussions, for it is the imaginative child who, later in life, will become creative and develop individual initiative.
Hemispheres, Left and Right
The process of viewing interferes with the development of harmonious communication between the brain hemispheres. The left hemisphere, which deals with conceptual and logical skill (among other things) is particularly weakened.
Time Robbery: Aberrations in Children's Play: The Senses
Children’s play patterns have changed dramatically over the years. Children in general play less and play less constructively. ‘Play’ is often chaotic, even violent.
Play is a young child’s ‘work’. Free, constructive play develops faculties of creativity, imagination and initiative. Constructive, functional play is the key factor in the development of the lower senses (ie. touch, movement, balance). A sound development of the lower senses is required before the higher senses may healthily unfold.
Lack of play experience may cause organic dysfunction (senses underdeveloped, retained reflexes, neurological disorders between left and right hemispheres). Rhythmical movement, as exercised in healthy play, assists in the building of nerve myelination, essential for bodily and mental functioning. Play is an integrating process for the child, both bodily, psychologically and socially. The media robs children of time to play.
Experienced teachers can see differences in the behavioural and learning patterns between children who do and don’t watch television. For example, the child who consumes much TV may be nervous, easily fatigued and have a low attention span. There are sometimes problems with fine motor skills.
There are, of course, social (family) circumstances involved in the TV issue; eg. What can be done when the teenage sibling insists on the right to viewing? What happens when they visit the neighbours? These are questions that need to be considered in the light of the age of the child, the information here and other factors affecting the child’s development.
Television and Child Development
The school asks that parents keep their children's TV and video viewing to a minimum, and in the case of young children (kindergarten and lower primary), to remove the regular possibility altogether.
At first, in the context of common culture, and "normal" life, this position may seem to be dogmatic or plain silly. It may also appear to be undemocratic because some parents may feel this is an intrusion by the school into the private realm of the home. There is also the question of why there is a problem with viewing informative TV or video programs, (eg documentaries).
The school's position regarding TV viewing is based on several issues. These issues can only be put briefly here, however, some books are suggested for those who wish for further information.
Content: Firstly, much TV content today portrays violence (physical, emotional, social, racial, cultural). This provides negative modelling. Secondly, children are burdened with a flood of images and facts beyond their capacity for healthy assimilation and inner transformation.
In this respect, selective viewing, discussion and training in discrimination is not able to fully eliminate difficulties. The young child lacks the critical faculty and inner detachment. It is not just a matter of training, but of innate disposition. It is natural for children to be affected by the images that they take in.
Process: It is not generally recognised that the biggest issue around television viewing is not the content, but the medium itself. The Emery Report (Australian National University) established that no matter what the program is, human brain wave activity enters characteristic patterns. Data is "received" at a rate faster than nerve pathways can adequately cope with, (this is particularly true in the case of young children). There is a deadening of the thought life. The viewer becomes relatively passive or "spaces out". Active attention and the critical faculty are suppressed. After constant exposure to this process, the capacity of the organic system is dulled.
Imagination, Fixed and Free
One of the key aims in our method of educating is to help the child toward developing the faculty of free imagination. So, for example, we generally tell stories without offering printed pictures. Our words provide the raw materials. The child has to “clothe” the story with her/his own images. Television hinders the development of free imagination. TV images for the young child are reality, they cannot yet separate what they see from what they internalise. Imagination thus lacks mobility. This may have long-term repercussions, for it is the imaginative child who, later in life, will become creative and develop individual initiative.
Hemispheres, Left and Right
The process of viewing interferes with the development of harmonious communication between the brain hemispheres. The left hemisphere, which deals with conceptual and logical skill (among other things) is particularly weakened.
Time Robbery: Aberrations in Children's Play: The Senses
Children’s play patterns have changed dramatically over the years. Children in general play less and play less constructively. ‘Play’ is often chaotic, even violent.
Play is a young child’s ‘work’. Free, constructive play develops faculties of creativity, imagination and initiative. Constructive, functional play is the key factor in the development of the lower senses (ie. touch, movement, balance). A sound development of the lower senses is required before the higher senses may healthily unfold.
Lack of play experience may cause organic dysfunction (senses underdeveloped, retained reflexes, neurological disorders between left and right hemispheres). Rhythmical movement, as exercised in healthy play, assists in the building of nerve myelination, essential for bodily and mental functioning. Play is an integrating process for the child, both bodily, psychologically and socially. The media robs children of time to play.
Experienced teachers can see differences in the behavioural and learning patterns between children who do and don’t watch television. For example, the child who consumes much TV may be nervous, easily fatigued and have a low attention span. There are sometimes problems with fine motor skills.
There are, of course, social (family) circumstances involved in the TV issue; eg. What can be done when the teenage sibling insists on the right to viewing? What happens when they visit the neighbours? These are questions that need to be considered in the light of the age of the child, the information here and other factors affecting the child’s development.
Some Useful References:
Fool's Gold - Alliance for Childhood
The Plug-In Drug - Marie Winn
Endangered Minds - Jane Healey
Who’s Bringing Them Up? - Martin Large
After the Death of Childhood (Ch 7 & 8) - David Buckingham
Amusing Ourselves to Death - Neil Postman