When a child goes to the doctor for a routine check-up, many preventative topics such as safety counselling, discipline methods and immunization updates should be discussed. In addition to these, there are a number of other issues that fall under the so-called “Anticipatory Guidance” category. However, I usually tell my patient’s parents that letting their child watch television is good. In fact, I tell them they should watch more television, which invariably, gets the child’s and the parents’ attention. The child looks at the parents and grins from ear to ear. That smile lasts only a few seconds though, as I am always quick to add that I am not talking about any television viewing - I am talking about specific, deliberate, planned viewing.
Research conducted on the educational value of shows like Sesame Street has repeatedly shown the benefits a younger child encounters from watching good, educational television. Recently, researchers at the University of Massachusetts and the University of Kansas contacted 600 students in high school whose television watching habits they had tracked in the 1980’s. The students, who as four- and five-year-olds watched Sesame Street, were doing better in school than those who didn’t.
After controlled study groups where factors such as parents’ education, family size and preschool vocabulary level were tested, Sesame Street watchers did better in high school English, math and science. They were also more likely to read books for leisure than those who did not watch the show. It’s interesting that a single television show watched over the course of no more than two or three years as a preschooler, has made a difference twelve and fifteen years later.
Sesame Street is not alone. Its main rival, Blues Clues, employs a team of researchers skilled in early education. Alice Wilder, Director of Research for Blues Clues, has a PhD in Education from Columbia University in New York City. Blues Clues tests all its shows at least three times before they go on the air. Every line and idea is tested over and over to ensure its educational potential.
With the recent passing of the legendary Mr. Rogers, there will be less good television; however, it is anticipated that Mr. Rogers’ reruns will be a close second. Since the September 11 th tragedy, PBS and Mr. Rogers created a resource for parents that focuses on how to help your child cope with what he or she sees on television during uncertain times. It has continued to be a useful resource, especially now with so much media coverage on the impending war in Iraq – see www.pbs.org.
How does one explain the benefits of exposing a preschooler to good television? It may be explained in part by the work of Eric Kandel, a neuroscientist and psychiatrist who recently won the Nobel Prize for showing that neural activation actually affects genes and proteins in a way to allow the formation of new synapses. In short, early experiences shape the way the brain develops; it shapes brain structure and connections within the brain.
Despite this research, the issue remains so complex that the American Academy of Pediatrics - unlike the Canadian Paediatric Society – got into some hot water three years ago by suggesting parents do not allow a child younger than two-years-old to watch any television. The Academy’s thinking is that even half an hour of television viewing per day takes time away from face to face contact between parent and child. This remains a controversial view, and unrealistic, as suggested by some.
Instilling good television habits in a child from an early age is certainly a major challenge. I have the privilege to serve on two national committees with other experts where we look at research, make recommendations to both parents and physicians and aim to address both the good and bad of media’s impact on children. We are very concerned about the negative role of excessive television viewing in the following areas: sedentary lifestyles, poor nutrition and obesity, unhealthy body image, dieting and eating disorders, aggressive behaviour, fear and desensitization to violence, substance use and abuse and risky sexual behaviour. The Canadian Paediatric Society’s Annual Meeting featured workshops on the issue of media literacy and how other forms of media, not just television, impact a child’s development.
For more information on what parents can do to promote good television habits, visit www.caringforkids.cps.ca. One of the best resources available on the topic of media shaping children’s lives can be obtained at www.media-awareness.ca
(I serve on this advisory committee and find it is accurate information and user-friendly every time.)
As interesting as the research may be, I always remind parents that at the end of the day the best teacher is still the involved, caring and loving parents who take time to watch television with their preschool child. Although it may not always be easy, it is vitally important.
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