Published on October 15, 2014
1. Factors Affecting Development Delivered by: Gutierrez, Art Robert D.
2. Parenting Media Influences Media and Violence
3. A 2003 study completed by Missouri Western State University showed that children do become more violent after watching a violent program.
4. . The study followed children between the ages of 5 and 12. Their initial behavior was recorded. The children were then shown a "Tom and Jerry" cartoon clip. The behavior after the cartoon was also recorded
5. Authoritative Parenting parent is demanding and responsive. encourage children to be independent but still place controls and limits on their actions. parents will set clear standards for their children, monitor the limits that they set, and also allow children to develop autonomy.
6. Punishments for misbehavior are measured and consistent, not arbitrary or violent. when punishing a child, the parent will explain his or her motive for their punishment.
7. Authoritarian Parenting parent is demanding but not responsive high expectations of conformity and compliance to parental rules and directions expect much of their child, but generally do not explain the reasoning for the rules or boundaries
8. less responsive to their child’s needs, and are more likely to ground their child rather than discuss the problem obedience without explanation
9. Indulgent Parenting parent is responsive but not demanding. parents are very involved with their children but place few demands or controls on them.
10. In a study completed by Princeton University, researchers found that children aged 2 and older learned from a wide range of media, including television, computer and Internet
11. Parents are nurturing and accepting, and are very responsive to the child's needs and wishes do not require children to regulate themselves or behave appropriately.
12. Neglectful Parenting parent is neither demanding nor responsive. low in warmth and control, are generally not involved in their child's life, are disengaged, undemanding, low in responsiveness, and do not set limits. unsupportive of their children, but will still provide their basic needs
13. Media and Education Parents can take comfort in knowing that just as children can learn negative behavior from television, they can also learn positive skills
14. For example, a group of preschoolers was shown episodes of “Sesame Street.” Their behavior was tracked both before and after watching the program. The children showed greater persistence in working on tasks, were more apt to follow rules and had greater patience for waiting than they did before watching the program. This change continued for two weeks
15. Media and Healthy Behavior The time spent watching television or playing video games is time away from active play.
16. The Harvard study found that high use of media in children leads to obesity. In addition, watching programs and movies can lead many young people to have a distorted view of beauty and health
17. Parent’s Roles in Media The Children’s Hospital of Boston suggests that parents remember the five Cs of media
18. First, parents must control the amount of time children spend on media. Children should be limited to one to two hours a day total
19. Second, parents must understand that content matters. What children watch is as important as how much children watch. Choose programs that model behavior you value in your community
20. Third, parents must understand the context in which children use media. Sitting down and watching a show passively with friends has a very different impact than playing a first-person shooter video game alone.
21. Fourth, parents must teach the children to think critically about what they watch. This means that parents must watch with the children. Ask question such as “How do you think that character feels?” or “What would you do in this situation?”
22. Finally, parents must teach children to create a sense of media mastery. This means that children and their parents must feel that they are in charge of the media in their lives. Media is not in control of the family
23. Peer influence on development in early childhood
24. Positive peer influence Children feel a need to be accepted and recognized by peers discovering peer acceptance influences feelings of security, perception of importance and independent decision-making
25. Negative peer influence A negative peer group can lead to poor behavior being perceived as acceptable a significant effect of negative peer orientation on the relationship between peers' positive academic influence and the value of school. Negative peer orientation was also a significant moderator of the relationship between peers' delinquent influence and the value of school.
26. Physical Activity Peer influence contains a large element of mimicking and performing similar behavior. For this reason, peer influence can cause a change in specific lifestyle factors such as physical activity
27. Benefits Peer groups play an important role in child development and should not be avoided for fear of negative influence. Socializing with a range of friends is important for the development and independence of a child. Peer acceptance plays an important role in the growing process.
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