Television Program For Children

Children develop cognition through two main stages that Jean Piaget theorized. The stages run from birth and infancy to school age children. Sensorimotor is the first stage and goes from birth to about the age of two. This stage implies that the children learn about the environment they live in and they learn this through the reflexes and movements they produce. They also learn that they are separate people from their parents and they can say goodbye to them and know they will come back. The second stage is called the preoperational stage. During this stage of development, children will learn how to incorporate symbols to represent objects. This is also the beginning of learning the alphabet and speech. The child is still very much egocentric at this point in time, but with the help of understanding educators, the child will grow appropriately onto the next stages of development. Finally, the children need to develop emotionally/socially.

This article summarizes a scientific study by Jean Piaget. About the individual changes of a child’s cognitive developmental history, from adolescence to adulthood. The theory stated in this article are, the intellectual structures of Piaget’s four stages of development. These stages are the Sensorimotor, Preoperational, Concrete, and Formal operations. The Sensorimotor stage begins from birth until two years. The child learns through sensory experiences, and identifies object performances. Piaget, believed that object performance gives a child a good understanding that objects exist even when they cannot be seen. In the Preoperational stage Piaget, states that children from two-seven years are able to think symbolically. Children in this stage also struggle with taking the viewpoint of others. In the Concrete stage children from seven-eleven years, begin to think more logically. Piaget, states that this stage is a major point in the child’s cognitive development, because they start to have a better understanding of the world. They know more about concrete objects, and can think in a scientific way. Lastly, the Formal operational stage from eleven years and up. People reach their full cognitive human potential, and develop the ability to use higher reasoning skills.

When looking at the cognition infancy stage of birth to age 2 that is considered the sensorimotor stage. Within the sensorimotor stage children are learning though observation

The first stage is called the Sensorimotor stage. It occupies the first two years of a child's life, from birth to 2 years old. It is called the Sensorimotor stage because in it children are occupied with sensing things and moving them. From these activities they learn what makes things happen, what the connections are between actions and their consequences. They learn to grasp and hold and what happens when they let go.

“According to Piaget’s Theory of Cognitive Development, it states that all children go through specific stages as their brain matures. It also stated that these stages are completed in a fixed order within all children, according to their range of age (Atherton).” In other words, one cannot expect a two month old baby to solve simple math problems as that of a five year old. There are four stages in which Piaget grouped the development of a child according to their age groups, in which children interact with people and their environment. The sensorimotor stage (birth until age 2) children use their senses to explore their environment. During this stage, children learn how to control objects, although they fail to understand that these objects if not within their view continue to exist. The preoperational stage (2 until age 7) children are not able to see other's viewpoints other than their own. In other words, if the same amount of water is poured into a short wide glass and then a tall thin glass the child will perceive that the taller glass has more water because of the height. The concrete operational stage (7 until 12) children begin to think logically, but only with a practical aid. The last stage of Piaget’s cognitive theory is the formal operation stage (12 through adulthood) in which children develop abstract thinking and begin to think logically in their minds (Piaget).

0-3 years From the stages between 0-3 year’s children are learning their reflexes, about people around them, how to play alongside others etc. During this stage it is very important that all children get every type development without any problems as this may cause harsh conditions for them in the future.

Children depend on concrete representations and “think” with concrete materials. Children in this stage enjoy accelerated language development . They are very egocentric in thought and action and therefore tend to internalize events. Children think everything has a reason or purpose . Children are perceptually bound and therefore make judgement based primary on how thing work.

According to Piaget, there are four major stages of cognitive development: sensorimotor stage, preoperational stage, concrete operations, and stage of formal operations (Shaffer & Kipp, 2014). All children go through the stages in a sequence and in order to get to the next stage they cannot skip a stage (Shaffer & Kipp, 2014). That is because, "… each successive stage builds on the accomplishments of previous stages" (Shaffer & Kipp, 2014).

For this paper I will be exploring Piaget's theory of cognitive development. Swiss Psychologist Jean Piaget, theorized that children progress through four key stages of cognitive development that change their understanding of the world. By observing his own children, Piaget came up with four different stages of intellectual development that included: the sensorimotor stage, which starts from birth to age two; the preoperational stage, starts from age two to about age seven; the concrete operational stage, starts from age seven to eleven; and final stage, the formal operational stage, which begins in adolescence and continues into adulthood. In this paper I will only be focusing on the

In the sensorimotor stage the child discovers the environment through physical actions such as sucking, grabbing, shaking and pushing. During these first two years of life children realize objects still exist, even if it is out of view. This concept is known as object permanence. Children in the preoperational stage develop language skills, but may only grasp an idea with repeated exposure. As Piaget describes in the next stage, children draw on knowledge that is based on real life situations to provide more logical explanations and predictions. Lastly, in the formal operational stage children use higher levels of thinking and present abstract ideas.

For many years, parents have relied on using educational programs to teach and engage their children with new concepts and materials. Conversely, many children have also used television as an opportunity for learning and language development. For example, the rise of television programs like Elmo Street and Teletubbies demonstrates this upward trend of substituting media sources for teaching and learning. However, despite the increasing support from parents toward television programs, many researchers have mixed reviews on putting our children into viewing long hours of what they considered unnecessary learning. Thus in what follows of this paper, I will focus on explaining how television programs can support and facilitate language development. Moreover, I will also discuss the mixed literacy support for using television as a learning tool and finally, I will conduct a study that measures, specifically, the relationship between watching educational TV and learning novel words. Hopefully, with these measures, I will be able to find supporting evidence that proves educational TV can be a good predictor for word learning.

Lastly, television takes away the time, children use to spend to interact with their families and friends. Young people, especially teenagers, tend to embrace new media, often employing them as tools for exploring and expressing their identity (Chernin 348). Nowadays, televisions providing so many good programs, twenty-four and seven days a week on TV, and watching one of two shows can be a healthy activity for children. However, children watch television continuously for three to four hours straight, even more, which is not only bad for kids but also affects their eyesight slowly. In addition, there is no longer having face to face contact, slowly occurs, isolation and children became sociably inactive” (Duran). The children get addicted to the television and spend lots of their time watching movies, cartoons, and TV shows, which let them sit all time in front of the television. For instance, they don’t get affected if their family members are not there with them to talk and spend time with them because they can easily pass their day by watching TV shows or the movies. Children tend to use what they see on television, through their interaction with others, and ultimately how they perceive themselves. On the top of it, the invention of the online game in the TV shows, video games which lead the kids to be in front of the TV all the time. Therefore, children spent all time by themselves, playing indoor games. They prefer to stay home in front of television either

For those interested in the idea of parent’s limiting the amount of time their children spend time watching television, it would secure their children’s overall wellbeing. In the present 21st century, television has grew to accumulate into being a significant invention in every household. It has especially became an everyday leisure among young, developing children. The advancement of technology that the current world is experiencing has been a quantum leap since early 80s. The current issue has been a major controversy for parents. To improve the overall wellbeing of a child, parents should limit the time their children watch TV.

It was not long ago that there was wide agreement among broadcasters, scholars, educators and parents concerning the ultimate goal of children's television programming: to educate. Today, it would be difficult to find even two people to agree on such terms. Popular opinion would lead us to believe that broadcasters now seek to exploit the youngest members of their audience--turning them into life-long viewers (and consumers). Scholars and educators woefully condemn television for the "dumbing down" of America. Parents, no longer present during all television viewing hours, may not even be aware of what their children are watching. When we add an international perspective into the mix, we inevitably invite phrases such

“Watching Tv is Bad for Children”, an essay written by Tan, discusses how watching television for kids are bad for their development. The author thinks that by watching TV, children can bring demages for their real live and cause negative behaviour.She also claimed that watching TV is also like watching violance. According to what i read from this essay with only discussed in one form , i totally disagree with the author who generalize that watching TV is totally bad for children.