New Media and Mass Communication ISSN 2224-3267 (Paper) ISSN 2224-327 (!n"ine) #o".

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Role of Television in Child Development1*

(r.).P.Ma*es* C*andra +uru2,,& -a.id Na.i3,,,& /a0a /as"ana4,,,, Abstract C*i"d de1e"opment *as .een considered as a priorit2 sector .2 t*e po"ic2 ma3ers in India and ot*er countries. new generation o4 c*i"dren *as grown up wit* te"e1ision e5posure in modern societ2. 6*e impact o4 te"e1ision on t*e persona"it2 o4 t*e c*i"dren needs to .e e5amined scienti4ica""2 and s2stematica""2 in modern societ2. C*i"dren spend a si7ea."e c*un3 o4 t*eir time on watc*ing te"e1ision programmes. C*i"dren are great"2 in4"uenced .2 te"e1ision programmes. Parents and caregi1ers *a1e a great responsi.i"it2 o4 pro1iding rig*t 3ind o4 orientation to t*e c*i"dren regarding t*e cu"ti1ation o4 te"e1ision *a.its& c*oice o4 te"e1ision programmes and impact o4 te"e1ision on c*i"dren. Communications media inc"uding te"e1ision *a1e a great Corporate Socia" /esponsi.i"it2 in promoting *ea"t*2 persona"it2 in c*i"dren. Practica""2 a"" de1e"oping countries *a1e accepted communication as an integra" part o4 nationa" de1e"opment p"anning. 6*e ro"e o4 te"e1ision in c*i"d de1e"opment is a"so su.0ected to scienti4ic in1estigation a"" o1er t*e wor"d. In1estigations dea"ing e5c"usi1e"2 wit* t*e impact o4 te"e1ision on c*i"d de1e"opment are scant2 as seen t*roug* t*e paucit2 o4 "iterature. Most .e*a1iora" scientists *a1e o.ser1ed t*at too muc* o4 te"e1ision 1iewing .2 t*e c*i"dren wou"d resu"t in t*e e5c"usion o4 ot*er *ea"t*2 acti1ities. Introduction C*i"d de1e"opment *as .een considered as a priorit2 sector .2 t*e po"ic2 ma3ers in India and ot*er countries. 6*e 4ounding 4at*ers o4 our Constitution *a1e pro1ided series o4 speci4ic sa4eguards 4or t*e *uman resources de1e"opment in t*e countr2. 6*e (irecti1e Princip"es o4 State Po"ic2 *a1e "aid emp*asis on c*i"d de1e"opment. 6*ere is a p*enomena" growt* o4 mass media inc"uding te"e1ision a"" o1er t*e g"o.e. 6*e ro"e o4 te"e1ision as a medium o4 communication and de1e"opment is su.0ected to scienti4ic researc* in India and e"sew*ere. - new generation o4 c*i"dren *as grown up wit* te"e1ision e5posure in modern societ2. 6*e impact o4 te"e1ision on t*e persona"it2 o4 t*e c*i"dren needs to .e e5amined scienti4ica""2 and s2stematica""2 in de1e"oping countries "i3e India and Iran. 6*e present paper dea"s wit* t*e ro"e o4 te"e1ision in t*e process o4 c*i"d de1e"opment. Children and Media C*i"dren constitute more t*an $83 o4 t*e wor"d9s popu"ation and a"most *a"4 o4 t*e wor"d9s popu"ation is under t*e age o4 2 according to .e "atest statistics. In t*e age o4 g"o.a"i7ation& media institutions and ser1ices are contro""ed .2 t*e mar3et 4orces. 6*e media institution are a"so spreading t*e g"o.a" cu"ture in t*e age o4 tec*no"ogica" a re1o"ution. Critica""2 spea3ing& media institutions *a1e not "i1ed up to t*e e5pectations o4 peop"e 4rom t*e point o4 1iew o4 t*eir contri.utions 4or c*i"d de1e"opment according to :ettige ($;;6). )ec3er et. a". ($;%7) *a1e pointed out t*at t*e strengt* o4 wor"d capita"ism is direct"2 re"ated to its a.i"it2 to se"" not mere"2 goods& .ut a"so ideas and more genera""2 ideo"ogies t*at sustain t*e "e1e"s o4 consumption o4 peop"e. In rea"it2& t*e growt* o4 consumerism among t*e c*i"dren and 2out* is t*e direct conse<uence o4 t*e growt* o4 transnationa" mass media dominated .2 mar3et 4orces according to S*e23*i (2''6). 6*e Centre 4or t*e stud2 o4 C*i"dren& =out* and Media Institute o4 >ducation (2''2) reports t*at a growing proportion o4 t*e trade in g"o.a" media mar3ets is now dominated .2 a sma"" num.er o4 1ertica""2 integrated& mu"ti-media corporations w*ic* nationa" go1ernments seem power"ess to resists. 6*e mu"ti-nationa" corporations *a1e now concei1ed internationa" media mar3ets w*ic* pro1ide t*e .ene4it o4 t*e g"o.a" consumers. 6*e gap .etween g"o.a" and "oca" media perspecti1es is .ecoming t*inner in t*e age o4 g"o.a"i7ation o4 media and econom2. Sc*o"ars *a1e noted t*at c*i"dren are not passi1e recipients o4 transnationa" media output. 6*e re"ations*ip .etween media and c*i"dren is su.0ected to serious media de.ates and in1estigations a"" o1er t*e g"o.e. )uc3ing*am (2''3) o.ser1es? @6ec*no"ogica" de1e"opments and g"o.a" economic deregu"ation wit*in
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,Paper presented in t*e Nationa" Seminar on ANews and #iews in t*e Con1ergence >ra? C*a""enges and !pportunities9& Boint"2 !rganised .2 t*e (epartment o4 Mass Communication and Bourna"ism& Carnata3 Dni1ersit2 and Carnata3a Media -cadem2& (*arwad& Banuar2 2%-2;& 2'$3. 2 ,,Pro4essor and C*airman& (epartment o4 Studies in Communication and Bourna"ism& Dni1ersit2 o4 M2sore& Carnata3a State& India - e-mai"? .pmcguruE2a*oo.com 3 ,,,/esearc* Sc*o"ar& (epartment o4 Studies in Communication and Bourna"ism& Dni1ersit2 o4 M2sore& Carnata3a State& India& e-mai"?aa.e2$;%7Egmai".com 4 ,,,, /esearc* Sc*o"ar& (epartment o4 Studies in Communication and Bourna"ism& Dni1ersit2 o4 M2sore& Carnata3a State& India

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New Media and Mass Communication ISSN 2224-3267 (Paper) ISSN 2224-327 (!n"ine) #o".$%& 2'$3

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t*e media industries *a1e resu"ted in a signi4icant pro"i4eration o4 c*anne"s and out"ets in recent 2ears. C*i"dren *a1e .een a 3e2 target mar3et 4or t*ese new ser1ices and most ca."e8sate""ite pac3ages o44er at "east si5 dedicated c*i"dren9s c*anne"s. C*i"dren *a1e a"so .ecome an increasing"2 signi4icant target mar3et 4or media companies. -t t*e same time& t*e c*i"d audience is increasing"2 merging wit* t*e 2out* audience. 6*e c*i"dren *a1e a"wa2s pre4erred to watc* programmes aimed at t*e genera" audience& rat*er t*an c*i"dren9s programmes speci4ica""2F. C*i"dren are acti1e"2 associated wit* t*e media ser1ices as consumers .ut t*e2 want t*e media institutions to pro1ide t*e goods and ser1ices 4rom t*eir e1er2da2 "i4e point o4 1iew. >5perience re1ea"s t*at c*i"dren a"so emp"o2 media stories to re4"ect t*eir own e5periences. @Media institutions *a1e a"so ta3en note o4 t*e aspirations o4 t*e c*i"dren and started t*e de"i1er2 o4 ser1ices in order to de1e"op media-"iterate c*i"dren since it is necessar2 to in1est in media-"iterate educators and parentsF& according to +ot7 et.a". (2''4). C*i"dren are no more si"ent spectators in t*is age o4 competiti1e media ser1ices. Sc*o"ars and ad1ocates o4 c*i"d rig*ts *a1e strong"2 argued in 4a1or o4 G a) recognition o4 c*i"dren9s rig*t to *a1e a 1oice in t*e media& .) adoption o4 media programming standards .ased on a c"ear understanding o4 c*i"dren9s rig*ts and c) use o4 t*e code as a too" t*at wi"" ena."e monitoring o4 di44erent 4orms o4 1io"ations o4 c*i"dren9s rig*ts in t*e media. Serious discussions are *e"d across t*e g"o.e regarding t*e media code o4 conduct to rea"i7e c*i"dren9s rig*ts w*ic* is spear*eaded .2 t*e Concerned 4or Hor3ing C*i"dren. 6*ere is a"so growing rea"i7ation among t*e c*i"dren o1er t*e a.sence o4 media acti1ism in re"ation to c*i"d rig*ts protection and persona"it2 de1e"opment o4 c*i"dren. Television as a Medium of Communication t* 6e"e1ision was indeed& one o4 t*e greatest in1entions o4 2' centur2. Bo*n Iogie )aird gets t*e credit 4or in1enting t*e $ mec*anica" wor3ing te"e1ision s2stem in $;26. #"adimir Cosma Jwor23in demonstrated a s2stem o4 6e"e1ision wit* a cat*odera2 tu.e ca""ed A3inescope9 w*ic* is t*e .asis o4 modern te"e1ision. 6e"e1ision is .asica""2 an audio G 1isua" medium o4 communication w*ic* ma3es optimum use o4 sig*t and sound. 6*is uni<ue medium communicates in4ormation& education& ad1ertisement& entertainment& pu."icit2& propaganda and ot*er ser1ices to t*e man3ind .2 com.ining t*e e"ements o4 sound& picture& motion& co"or and drama. It simu"taneous"2 appea"s to one9s sense. 6*e e2e is one o4 t*e most power4u" sensor2 organs and two t*irds o4 "earning comes t*roug* t*e sense o4 sig*t muc* more t*an w*at peop"e "earn t*roug* t*e sense o4 sound. -udio-1isua" in4ormation "asts "ong in one9s memor2. 6*e presence o4 co"or ena."es one to s*ow t*ings in natura" co"ors en*ancing t*e "e1e" o4 communications. 6*e motion gi1es one more d2namism to t*e process o4 communication. 6*e ot*er c*ie4 e"ement is drama t*at is interwo1en in t*e presentation. 6*us& t*e presence o4 t*ese ric* c*aracteristics o4 t*eatre in te"e1ision ma3es t*e communication process more e44ecti1e and *e"ps t*e 1iewers in t*e perception o4 in4ormation. 6*e "i1e nature o4 te"e1ision a""ows it to transmit 1isua"s and in4ormation a"most instant"2. 6*is capacit2 o4 te"e1ision ma3es it idea" 4or transmitting "i1e 1isua"s o4 news and 1arious e1ents. - "arge num.er o4 audiences w*o cannot read or rig*t can watc* te"e1ision and access t*e in4ormation s*own on te"e1ision. -s a medium o4 communication& te"e1ision a"so as a 1er2 wide output& range and reac*. )2 nature& te"e1ision is genera""2 identi4ied as a transitor2 medium o4 communication. It is di44erent 4rom ot*er media o4 communication. It com.ines compe""ing 1isua"s wit* t*e persona" immediac2 o4 radio. 6*is audio 1isua" c*aracter gi1es te"e1ision a great power in con1e2ing rea"ism w*ic* 3eeps t*e 1iewers emotiona""2 in1o"1ed wit* t*e programme. It a""ows t*e audiences to witness 1arious e1ents w*ic* ta3e p"ace around t*e wor"d. 6*e new media ena."e t*e audiences to participate in 1arious e1ents .2 posting t*eir comments on we.sites. 6e"e1ision as a mass medium *as tremendous in4"uence on modern societ2. No medium *as e1er dominated peop"e9s "i1es as te"e1ision did. 6oda2 te"e1ision *as rep"aced t*e 4i"m as a dream mac*ine to emerge as t*e most popu"ar and power4u" medium o4 mass communication. 6e"e1ision is main"2 responsi."e 4or t*e rapid s*rin3ing o4 t*e wor"d G a wor"d wit*out .oundaries. It is o.1ious t*at te"e1ision p"a2s a dominant ro"e in modern societ2. It is wide"2 understood t*at te"e1ision *as .ot* positi1e and negati1e impact on peop"e. 6oda2 peop"e spend most time watc*ing 1ariet2 o4 te"e1ision programmes .ot* domestic and 4oreign. It is 1er2 we"" said t*at te"e1ision is t*e *ea12 weig*t o4 a"" mass media. Nic*o"as Bo*nson (2''3) o.ser1es? @6e"e1ision is one o4 t*e most power4u" 4orces man *as e1er un"eas*ed upon *imse"4F. It denotes t*e importance te"e1ision *as assumed in our "i1es and t*e dramatic c*anges it *as .roug*t a.out in our modern societ2. 6*e *ig*"2 ad1anced 6# cameras can a"so ta3e .reat* ta3ing pictures or space and t*e deep sea in c"ose pro5imit2. 6*e medium ma3es a.undant use o4 c"ose-up s*ots. 6e"e1ision is a"so re4erred to as At*e medium o4 c"ose-ups9. New communication tec*no"ogies "i3e computers and te"e-communications *a1e t*e c*aracteristics o4 persona" communication. 6e"e1ision *as a"so .ecome an interacti1e medium w*ic* pro1ides t*e .ene4it o4 "i1e-s*ow& p*one-in programmes and 1ideo con4erences. New tec*no"og2 *as a"so pa1ed t*e wa2 to easi"2 3;
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access t*e Internet on te"e1ision itse"4 instead o4 a con1entiona" computer monitor. 6*us& te"e1ision *as .ecome a mu"ti-4aceted medium compati."e wit* new communication tec*no"ogies. -ccording to t*e "atest statistics compi"ed .2 Iec3ner and Kac*t (2'$') t*e contemporar2 te"e1ision industr2 generates a.out 4'&''' do""ars in t*e wor"d. 6*e prominent companies inc"ude G Son2 Corporation& #i1endi& Ha"t (isne2 Compan2& Comcast& News Corporation& 6ime Harner Inc& 6*e (irect 6# +roup& )erte"smann -+& 6ime Harner Ca."e& Co5 >nterprises& C)S Corporation& #iacom Inc& Iagarde9re& -/(& Pearson& ))C and so on. 6*ese organi7ations generate more t*an $'&''' do""ars indi1idua""2. In terms o4 distri.ution o4 wor"dwide te"e1ision re1enue .2 region& Nort* -merica (3%L)& >urope (3$L)& -sia Paci4ic (2$L)& Iatin -merica (%L) and Midd"e >ast and -4rica (2L) occup2 important positions. In terms o4 te"e1ision *ouse*o"ds wor"dwide .2 region& -sia Paci4ic ( 2L)& >urope (23L)& Iatin -merica ($'L)& Nort* -merica ($'L) and Midd"e >ast ( L)& occup2 dominant positions. 6*ere are a"so digita" and non-digita" te"e1ision su.scri.ers a"" o1er t*e wor"d. 6e"e1ision a"so generates ma5imum ad1ertising re1enue a"" o1er t*e g"o.e one compared to ot*er media o4 communication Research on Children and Television C*i"dren spend a si7ea."e c*un3 o4 t*eir time on watc*ing te"e1ision programmes. C*i"dren are great"2 in4"uenced .2 te"e1ision programmes. Parents and caregi1ers *a1e a great responsi.i"it2 o4 pro1iding rig*t 3ind o4 orientation to t*e c*i"dren regarding t*e cu"ti1ation o4 te"e1ision *a.its& c*oice o4 te"e1ision programmes and impact o4 te"e1ision on c*i"dren. Most .e*a1iora" scientists *a1e o.ser1ed t*at too muc* o4 te"e1ision 1iewing .2 t*e c*i"dren wou"d resu"t in t*e e5c"usion o4 ot*er *ea"t*2 acti1ities. C*i"dren a"so 4ind it 1er2 di44icu"t to understand t*e .asic di44erence .etween 4act and 4antas2. 6*e c*i"dren are 1er2 muc* attracted .2 t*e te"e1ision w*ic* is 3nown 4or g"amour. >5perience re1ea"s t*at t*e age and stage o4 c*i"d de1e"opment ma3es a .ig di44erence. It is a"so true t*at repeated e5periences can .ecome patterns t*at .egin in c*i"d*ood and e5tend into ado"escence. C*i"dren are not .orn wit* pre0udices .ut t*e2 "earn t*em 4rom t*e peop"e around t*em. 6e"e1ision can introduce c*i"dren to stories& traditions and songs. 6*e 3inds o4 messages c*i"dren get 4rom te"e1ision wi"" a44ect *ow t*e2 t*in3 o4 ot*ers. -s ear"2 as si5 mont*s o4 age& in4ants notice s3in di44erences and .2 t*eir second 2ear& t*e2 start to <uestion *ow peop"e are a"i3e and di44erent. )etween two and a *a"4 and t*ree and a *a"4 2ears& c*i"dren .egin to a.sor. t*e messages 4rom parents& neig*.ors& 4riends& .oo3s and te"e1ision a.out peop"e 4rom ot*er races. 6*e 4irst two 2ears o4 c*i"d*ood are so important in t*e cogniti1e growt* and de1e"opment o4 c*i"dren. C*i"dren under si5 2ears usua""2 4ace some di44icu"t2 wor3ing out t*e di44erence .etween 4antas2 and rea"it2 on te"e1ision. C*i"dren 4rom si5 to nine 2ears are .ound to *a1e some di44icu"t2 wor3ing out t*e di44erence .etween 4antas2 and rea"it2& especia""2 i4 it "oo3s "i3e rea" "i4e. 6*e2 tend to admire and want to .e "i3e t*e *ero or *eroine. !"der primar2 sc*oo" age c*i"dren are "i3e"2 to .e distur.ed .2 materia" t*at is .ased on 4act as it cou"d mean it cou"d *appen to t*em. 6*e2 are curious a.out t*e teenage wor"d& se5 and 4as*ion and can .e mis"ed .2 t*e wa2 .o2-gir" re"ations*ips are s*own in t*e te"e1ision screen. 6*e c*i"dren are a44ected .2 t*e te"e1ision programmes in se1era" wa2s according to empirica" 4indings. C*i"dren need to understand and en0o2 t*e mi5ture o4 di44erences in "i4est2"es and traditions t*at ma3e up t*e societ2. 6e"e1ision *as t*e potentia" to generate .ot* positi1e and negati1e e44ects& and man2 studies *a1e "oo3ed at t*e impact o4 te"e1ision on societ2& particu"ar"2 on c*i"dren and ado"escents. 6*e c*i"d9s de1e"opmenta" "e1e" is a critica" 4actor in determining w*et*er t*e te"e1ision and ot*er media wi"" *a1e positi1e or negati1e e44ects. 6e"e1ision 1iewing 4re<uent"2 "imits c*i"dren9s time 4or 1ita" acti1ities suc* as p"a2ing& reading& "earning to ta"3& spending time wit* peers and 4ami"2& stor2te""ing& participating in regu"ar e5ercise& and de1e"oping ot*er necessar2 p*2sica"& menta" and socia" s3i""s according to se1era" studies. 6e"e1ision *as a strong in4"uence in consumers inc"uding t*e c*i"dren. )ut t*is in4"uence can .e understood wit*in a "arger and more comp"e5 4ramewor3 o4 "i4est2"es and socia" re"ations o4 indi1idua"s and groups. 6e"e1ision is a"so responsi."e 4or t*e construction o4 meanings and t*e possi.i"it2 o4 interpreting w*at c*i"dren watc* or do not watc* and te"e1ision can in4"uence t*e wa2 c*i"dren understand w*at t*e2 watc* o1er te"e1ision and meanings t*e2 o.tain 4rom t*e contents. 6*e researc* carried out in di44erent parts o4 t*e wor"d re1ea"ed t*e importance o4 t*e direct interaction .etween te"e1ision and c*i"dren. Sc*o"ars *a1e a"so e5amined t*e te"e1ision e5periences o4 c*i"dren. In t*e .eginning& most o4 t*e researc* on media e44ects was done in t*e Hest since t*e spread o4 media was rapid and e44ect o4 media and societ2 was strong o1er t*ere. In t*e 4irst stage& t*e researc*ers concentrated on t*e t*eoretica" aspects o4 media management and de"i1er2 s2stem. In t*e second stage t*e researc*er carried out in1estigations on t*e e44ect o4 print media& 4i"m and radio during $;4's since t*e presence o4 te"e1ision was not 4e"t .2 man2 in t*e wor"d. 6*e t*ird p*ase witnessed t*e new p*ase o4 researc* w*ic* "aid emp*asis on t*e e44ect o4 te"e1ision on c*i"dren. :imme"weit& !ppen*eim and #ince ($; %) and Sc*ramm& I2"e and Par3er ($;6$) were t*e prominent researc*ers w*o studied t*e ro"e o4 te"e1ision in t*e "i1es o4 t*e c*i"dren. 6*e

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researc*ers concentrated main"2 on t*e te"e1ision 1iewing *a.its o4 c*i"dren rat*er t*an t*e impact o4 te"e1ision on c*i"dren. 6*e initia" 4ait* attac*ed to t*e in*i.ition *2pot*esis waned& *owe1er& w*en ear"2 studies comparing t*e reading s3i""s o4 1iewers wit* t*ose o4 non-1iewers 4ai"ed to con4irm t*e in*i.ition *2pot*esis. In t*e decade o4 $;7's& t*e Dnited States witnessed unprecedented 1io"ence w*ic* was depicted in t*e te"e1ision programmes. 6*is situation prompted t*e po"ic2 ma3ers in -merica to appointed a Scienti4ic -d1isor2 Committee on 6e"e1ision and Socia" )e*a1ior *eaded .2 Besse Stein4ie"d ($;72). :e reports? @6*e e5perimenta" 4indings are wea3 and are not w*o""2 consistent 4rom one stud2 to anot*er. Ne1ert*e"ess& t*e2 pro1ide t*e suggesti1e e1idence in 4a1our o4 t*e interpretation t*at 1iewing 1io"ence on 6# is conduci1e to an increase in aggressi1e .e*a1ior& a"t*oug*& it must .e emp*asi7ed t*at t*e causa" se<uence is 1er2 "i3e"2 app"ica."e on"2 to some c*i"dren w*o are predisposed in t*is direction and 6# is on"2 one o4 t*e man2 4actors w*ic* in time ma2 precede aggressi1e .e*a1iorF. In t*e $;7's& .e"ie4 in t*e in*i.ition *2pot*esis was restored .2 t*e pu."ication o4 two t2pes o4 e1idence e5citing t*e suspicion t*at t*e reading s3i""s o4 -mericaMs 2out* *ad c*anged 4or t*e worse (Stedman and Caest"e& $;%7). Kirst& in a num.er o4 re1iews o4 test-score trends pu."is*ed in t*e midd"e to t*e end o4 t*e $;7's& t*e conc"usion was reac*ed t*at c*i"drenMs reading s3i""s *ad .een dec"ining dramatica""2 since t*e mid- $;6's. Second& se1era" studies on t*e 4unctiona" "iterac2 o4 (2oung) adu"ts were pu."is*ed& most o4 w*ic* con1e2ed t*e impression t*at a great man2 -mericans were insu44icient"2 e<uipped wit* t*e writing and reading s3i""s necessar2 to use and understand t*e printed materia" one. Spurred .2 t*e re1i1ed pu."ic de.ate& <uite a 4ew researc*ers *a1e carried out studies& especia""2 since t*e mid-$;7's regarding t*e ro"e o4 te"e1ision in t*e "i1es o4 c*i"dren. /esearc*ers a"so e5amined t*e ro"e p"a2ed .2 te"e1ision in t*e c*i"dMs de1e"opment o4 academic and socia" s3i""s. 6*e decade o4 $;;'s witnessed series o4 organi7ed and scienti4ic in1estigations on t*e e44ects o4 te"e1ision on c*i"dren9s persona"it2 and progress. 6*e researc*ers carried out se1era" e5perimenta" studies w*ic* re1ea"ed t*at te"e1ision contents did not produce t*e same response 4rom a"" t*e te"e1ision 1iewers. 6*e2 a"so o.ser1ed t*e re"ations*ip .etween t*e stimu"us and t*e response o4 t*e c*i"dren to t*e te"e1ision programmes. 6*e past studies identi4ied se1era" inter1ening 4actors suc* as persona"it2 4actors& 4ami"2 en1ironment& cu"tura" 4actors& economic 4actors and socia" 4actors w*ic* *ad a considera."e impact on t*e te"e1ision 1iewing *a.its o4 c*i"dren in genera" and e44ects o4 te"e1ision on c*i"dren in particu"ar. Some studies a"so pointed out t*at 0usti4ied or rewarded 1io"ence *ad more impact on c*i"dren w*o 1iewed t*e te"e1ision programmes. - re1iew o4 t*e researc* on c*i"dren and te"e1ision carried out in t*is decade a"so re1ea"ed t*at "argest proportion o4 Ae44ects9 studies 4ocused on aggression speci4ica""2. Norma Pecora ($;;;) o.ser1es? @6*e g"o.a" nature o4 c*i"dren9s te"e1ision must continue to .e considered in t*e 4uture in terms o4 t*e economics o4 t*e industr2& comparati1e studies tec*no"ogica" a1ai"a.i"it2 and media use& and t*e cu"tura" and socia" imp"ications o4 non indigenous messages and representation. Nuestions o4 media 1io"ence *a1e .een t*e centra" issue in t*e de.ate on c*i"dren9s re"ations*ip to t*e media. 6*e dawn o4 2$st centur2 witnessed mu"ti G dimensiona" and mu"ti G directiona" in1estigations w*ic* dea"t wit* t*e impact o4 te"e1ision on c*i"dren. 6e"e1ision .ecame a we"" esta."is*ed medium o4 communication w*ic* attracted t*e attention o4 audiences inc"uding c*i"dren. 6*e mar3et 4orces .roadcast te"e1ision programmes w*ic* a44ected t*e c*i"dren ad1erse"2 in t*e age o4 g"o.a"i7ation o4 media. Se1era" sc*o"ars primari"2 4ocused on t*e attitude o4 c*i"dren towards te"e1ision 1iewing& attitude o4 parents towards te"e1ision 1iewing& parenta" mediation in c*i"dren9s te"e1ision 1iewing& impact o4 te"e1ision ad1ertisements on c*i"dren and ot*er aspects. 6*ere are a p"et*ora o4 te"e1ision c*anne"s w*ic* o44er greater c*oice and <ua"it2 (.ot* positi1e and negati1e) o4 programming to t*e man3ind. 6e"e1ision is now an interacti1e e5perience wit* c*i"dren .eing a."e to interact digita""2 as t*e2 watc* and continue t*e e5perience on"ine. It is c"ear t*at 6e"e1ision 1iewing& "i3e an2 "i4e e5perience& needs to .e managed and monitored in t*e 1er2 2oung wit* super1ision decreasing as t*e c*i"dren "earn to appropriate"2 manage t*eir own 1iewing .e*a1iour& critica""2 e1a"uate w*at t*e2 1iew and discuss an2 issues or concerns t*at come out o4 w*at t*e2 *a1e 1iewed. Contemporar2 researc* *as *ig*"ig*ted t*at 4or man2 4ami"ies& te"e1ision is an essentia" part o4 modern cu"ture and it needs to .e monitored and managed wit* increasing parenta" con4idence gi1en ad1ances in tec*no"og2. It is important t*at parents are supported and 4ee" empowered G 1ia t*eir own management c*oices and t*eir use o4 t*e a1ai"a."e tec*no"ogies w*ic* *a1e gi1en t*e .ene4it o4 connecti1it2 to t*e man3ind. Role of Television in Child Development C*i"d de1e"opment is not a uni-dimensiona" aspect o4 *uman de1e"opment. 6*ere are se1era" c*aracteristics w*ic* depict t*e state o4 c*i"d de1e"opment. Prominent among t*em inc"ude speed and pattern o4 de1e"opment& mec*anisms o4 de1e"opmenta" c*ange& popu"ation di44erences& indi1idua" di44erences& motor de1e"opment& cogniti1e de1e"opment& emotiona" de1e"opment& socia" de1e"opment& "anguage de1e"opment and so on. 6*e

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sc*o"ars *a1e .roug*t a"" t*ese aspect o4 c*i"d de1e"opment under Ade1e"opmenta" ps2c*o"og29 w*ic* re4ers to de1e"opment o4 *uman .eings t*roug*out t*eir "i4espan. C*i"d de1e"opment .road"2 constitutes t*e o1era"" de1e"opment o4 c*i"dren. 6*e ro"e o4 te"e1ision in c*i"d de1e"opment is wide"2 de.ated a"" o1er t*e wor"d since t*e decade o4 $; 's. Se1era" commissions and indi1idua"s *a1e e5amined t*e e44ects o4 te"e1ision programmes and commercia"s on particu"ar segments o4 g"o.a" popu"ation& speci4ica""2 c*i"dren. - su.stantia" amount o4 researc* *as .een carried out in order to de1e"op a considera."e .od2 o4 3now"edge concerning t*e ro"e o4 te"e1ision in c*i"d de1e"opment. Mc Iu*an ($;64) o.ser1es ? @we need to 3now more a.out w*at e"ements in t*e te"e1ision programmes in4"uence c*i"dren9s persona"it2 and w*at pre1enti1e measures are e44ecti1e in mo"ding t*e persona"it2 o4 c*i"dren in 4uture since te"e1ision cu"ti1ates 4orms o4 t*oug*t t*at are 4undamenta""2 di44erent 4rom t*ose used in processing print or some ot*er mediaF. #an >1ra ($;;%) conducted an intensi1e and e5tensi1e re1iew o4 ma0or studies a.out te"e1ision and c*i"d de1e"opment .2 .ot* communication sc*o"ars and de1e"opmenta" c*i"d ps2c*o"ogists. S*e a"so pointed out t*at moderate 1iewing o4 te"e1ision programmes wou"d *e"p de1e"op t*e communication s3i""s o4 c*i"dren 4rom disad1antaged .ac3ground. S*e 4urt*er pointed out t*at tec*no"ogica" inno1ations suc* as #C/s& ca."e& *ome 1ideos& 1ideo games& computers& etc. *ad new in4"uences in t*e "i1es o4 c*i"dren. Sc*o"ars *a1e a"so recogni7ed t*at te"e1ision ena."ed t*e c*i"dren to "earn certain pro-socia" .e*a1iors. 6*e uses and grati4ications t*eor2 a"so pointed out t*at *ea12 te"e1ision 1iewing resu"ted in a more serious e44ort to deri1e in4ormation and 3now"edge 4rom w*at was 1iewed .2 t*e audiences. >dgar and >dgar (2''%) o.ser1e? @te"e1ision programmes can stimu"ate a c*i"d9s imagination and open up t*e in4inite opportunities t*at "i4e presents. Ii3e good .oo3s& good te"e1ision programmes can e5tend c*i"dren9s understanding o4 t*eir wor"d. C*i"dren wi"" watc* good programs repeated"2 and 3eep watc*ing t*em as t*e2 grow o"der& "earning di44erent t*ings eac* time .ecause t*e2 can engage wit* <ua"it2 in increasing"2 sop*isticated. +ood c*i"dren9s te"e1ision comprises programs made especia""2 4or c*i"dren t*at re4"ect t*e comp"e5it2 o4 t*e emotiona" c*anges wit*in t*e age group and *onest"2 dea" wit* con4"icts t*at suc* di1ersit2 demonstrates. 6ec*no"og2 ma3es it possi."e to design programs t*at are not on"2 appropriate to a particu"ar age group& .ut a"so to di44erent de1e"opmenta" "e1e" wit*in t*at age group. +ood programming can teac* t*e c*i"dren 1a"ua."e "essons a.out "i1ing in communit2F. 6e"e1ision *as a"so .ecome a prominent educationa" medium since it uses a "anguage or a s2m.o" s2stem w*ic* di44ers in man2 wa2s 4rom ot*er communications media. It con1e2s more e5perientia" meanings and pro1ides use4u" educationa" pac3ages to t*e c*i"dren. 6*e success o4 Sesame Street is a resu"t o4 a com.ination o4 a we"" 4unctioning tec*no"og2 o4 transmission and a s2m.o" s2stem w*ic* represence ot*erwise mundane contents in a *ig*"2 appea"ing manner. - good dea" o4 researc* e44ort *as .een directed upon t*e ro"e o4 te"e1ision in c*i"d de1e"opment. Piaget identi4ies 4our ma0or stages o4 c*i"d de1e"opment name"2-sensor2 motor ('-2 2ears)& pre-operationa" (2-62ears)& concrete operation (7-$3 2ears) and 4orma" operations ($4 2ears on). 6*e te"e1ision programmes *a1e t*e capacit2 to 4aci"itate cogniti1e de1e"opment in c*i"dren i4 t*e2 are produced and .roadcast in accordance wit* t*e speci4ic needs o4 t*e c*i"dren. Studies *a1e re1ea"ed t*at c*i"dren "earn certain .e*a1iora" patterns t*roug* te"e1ision programmes w*ic* are care4u""2 p"anned& designed and .roadcast to impro1e cogniti1e de1e"opment o4 c*i"dren. In1estigations *a1e a"so a re1ea"ed t*at te"e1ision programmes *a1e produced positi1e and negati1e e44ects on c*i"dren. :eat*er et.a". (2''%) comment? @a"t*oug* researc* c"ear"2 demonstrates t*at we""-designed& ageappropriate& educationa" te"e1ision can .e .ene4icia" to c*i"dren o4 presc*oo" age& studies on in4ants and todd"ers suggest t*at t*ese 2oung c*i"dren ma2 .etter understand and "earn 4rom rea"-"i4e e5periences t*an t*e2 do 4rom 1ideo. >ar"2 e5posure to age appropriate programmes designed around an educationa" curricu"um is associated wit* cogniti1e and academic en*ancement& w*ereas e5posure to pure entertainment& and 1io"ent content in particu"ar& is associated wit* poorer cogniti1e de1e"opment and "ower academic ac*ie1ement. /esearc* on c*i"dren9s te"e1ision 1iewing can in4orm guide"ines 4or producers o4 c*i"dren9s media to en*ance "earningF. /esearc*ers *a1e pro1ided in4ormation on t*e ro"e o4 te"e1ision in t*e de1e"opment o4 cogniti1e s3i""s o4 c*i"dren w*o .ecome acti1e media users a4ter 3 2ears. -"et*a :uston and Bo*n Hrig*t ($;%3) proposed a t*eor2 o4 attention to te"e1ision w*ic* stated t*at t*e 4eatures o4 te"e1ision t*at dri1e c*i"dren9s attention ma2 c*ange as a c*i"d ages. 6*e c*i"dren were "ess in4"uenced .2 perceptua" si"ence and were a."e to pa2 greater attention to in4ormati1e 4eatures suc* as dia"ogue and narrati1e. (anie" -nderon and >"i7a.et* Iorc* ($;%3) argued t*at te"e1ision 1iewing was .ased on acti1e cognition o4 c*i"dren. -ccording to t*em& t*e presc*oo" c*i"dren paid more attention to c*i"dren9s programmes t*an to commercia"s. C*i"dren a"so "earnt strategies 4or watc*ing te"e1ision .2 using t*eir 3now"edge o4 4orma" 4eatures to guide attention according to Camp.e"" et.a". ($;%7). Cremar et.a". (2''7) *a1e 4ound t*at c*i"dren 2ounger t*an two "earned 1oca.u"ar2 .etter t*an rea"-"i4e e5periences t*an 4rom e<ui1a"ent 1ideo presentations. Craw"e2 et.a". ($;;;) 4ound t*at te"e1ision as a medium does not *a1e an indiscriminate negati1e e44ect on

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attentiona" s3i""s .ut can teac* speci4ic attentiona" s3i""s and strategies i4 t*e2 are proper"2 designed and presented. Studies *a1e a"so re1ea"ed t*at educationa" te"e1ision programmes w*ic* are designed around a curricu"um wit* a speci4ic goa" to communicate academic or socia" s3i""s teac* t*eir intended "essons to t*e c*i"dren. Jimmerman and C*rista3is (2'' ) noted t*at concern o1er te"e1ision e5posure .e4ore age two was ec*oed in researc* on cogniti1e de1e"opment o4 c*i"dren. 6*e te"e1ision programmes a"so *a1e t*e capacit2 to demonstrate immediate and potentia""2 "ong-"asting e44ects o4 pro."em-so"1ing s3i""s especia""2 4or regu"ar 1iewers o4 t*e programme among t*e c*i"dren& according to Craw"e2 and ot*ers ($;;;). )a"" and )ogat7 ($;7') *ad pointed out t*at certain te"e1ision programme Sesame Street designed 4or 2oung c*i"dren 4ocus on 1ariet2 o4 academic and socia" s3i""s to *e"p prepare c*i"dren 4or entering sc*oo". (in and Ca"ao (2''$) noted t*at pro4essiona""2 produced& curricu"um .ased Internet we.sites 4or presc*oo"ers ena."ed t*e c*i"dren to "earn academic and socia" s3i""s w*ic* *ad "ong-"asting e44ects. Studies *a1e a"so esta."is*ed a we"" de4ined association .etween te"e1ision e5posure and c*i"d de1e"opment across t*e g"o.e. #andewater et.a". (2'' ) noticed t*at te"e1ision 1iewing did not disp"ace educationa""2 1a"ua."e acti1ities o4 c*i"dren& e5cept in t*e case o4 c*i"dren and 2out* wit* e5traordinari"2 *ig* te"e1ision e5posure. - meta ana"2sis o4 twent2-t*ree studies carried out .2 Hi""iams et.a". ($;%2) suggested t*at moderate te"e1ision 1iewing (one or two *ours a da2)& was positi1e"2 associated wit* academic ac*ie1ement .ut *ig*er rates o4 te"e1ision 1iewing were associated wit* decreasing academic ac*ie1ement c*i"dren. Studies *a1e a"so under"ined t*e importance o4 ear"2 e5posure to speci4ica""2 educationa" te"e1ision programming w*ic* en*anced t*e academic ac*ie1ement o4 c*i"dren. >ar"2 e5posure to educationa" programming was a"so positi1e"2 "in3ed wit* a *ost o4 ot*er 4actors suc* as "eisure time reading in1o"1ement in e5tracurricu"ar acti1ities according to -nderson et.a". (2''$). >ducationa" programmes are positi1e"2 associated wit* o1era"" measures o4 ac*ie1ement and wit* potentia""2 "ong-"asting e44ects. :arris and Hi""iams ($;% ) reported a positi1e association .etween ac*ie1ement and computer and Internet use at *ome. Kisc* (2''') *as suggested t*at producers integrate narrati1e and educationa" contents as muc* as possi."e in order to ma5imi7e t*e cogniti1e resources a1ai"a."e to c*i"dren. Kisc* argues t*at trans4er o4 "earning and ana"ogica" reasoning in c*i"dren can .e ma5imi7ed not on"2 .2 repeating t*e educationa" messages in t*e course o4 te"e1ision episode .ut a"so .2 1ar2ing t*e conte5ts surrounding eac* presentation. :e 4urt*er suggests t*at presenting t*e same "esson& suc* as speci4ic pro."emso"1ing strateg2& se1era" time using di44erent t2pes o4 e5amp"es can increase t*e 4"e5i.i"it2 o4 a c*i"d9s menta" representation o4 t*at strateg2. Kriedric* and Stein ($;7 ) *a1e a"so stated t*at parent co1iewing and mediation wou"d en*ance t*e e44ecti1eness o4 educationa" programming .2 drawing attention to t*e most important aspects o4 t*e programme and .2 e5tending "essons presented in t*e programme. -ccording to t*em& co1iewing wit* a parent or ot*er adu"t ma2 increase a c*i"d9s "earning 4rom educationa" te"e1ision& particu"ar"2 w*en t*e co1iewer acti1e"2 mediates .2 e5p"icit"2 drawing attention to t*e pro."em and .2 as3ing and answering <uestions. Iearning 4rom educationa" so4tware can a"so .e en*anced w*en an adu"t pro1ides 4eed.ac3 or e5tends "essons to t*e c*i"dren w*o need 4ree interacti1e e5perience according to :aug"and ($;;2). Studies *a1e emp*asi7ed t*e ro"e o4 te"e1ision in t*e cogniti1e s3i"" de1e"opment and academic ac*ie1ement o4 c*i"dren w*o are ena."ed to en0o2 t*e .ene4it o4 ear"2 e5posure to te"e1ision. 6e"e1ision *as power4u" in4"uence on t*e "i1es o4 contemporar2 c*i"dren w*o are t*e 4uture .ui"ders o4 nation. Summary C*i"d de1e"opment assumes great signi4icance in India& Iran and ot*er de1e"oping nations. C*i"d*ood is considered as a 1er2 crucia" stage o4 *uman de1e"opment .2 t*e de1e"opment ps2c*o"ogists. In 4act& c*i"d*ood is diminis*ing due to se1era" socia"& educationa"& economic& po"itica"& ps2c*o"ogica"& cu"tura" and en1ironmenta" 4actors and 4orces w*ic* *a1e distur.ed t*e c*i"d*ood. 6*ere are se1era" sta3e*o"ders w*o are responsi."e 4or promoting *ea"t*2 persona"it2 in c*i"dren. -4ter independence& 1arious c*i"d de1e"opment measures *a1e .een de1ised and imp"emented in India and Iran in order to 4aci"itate *ea"t*2 de1e"opment o4 c*i"dren w*o are t*e 4uture nation .ui"ders. Communications media inc"uding te"e1ision *a1e a great Corporate Socia" /esponsi.i"it2 in promoting *ea"t*2 persona"it2 in c*i"dren. Practica""2 a"" de1e"oping countries inc"uding India and Iran *a1e accepted communication as an integra" part o4 nationa" de1e"opment p"anning. 6*e ro"e o4 te"e1ision in c*i"d de1e"opment is a"so su.0ected to scienti4ic in1estigation a"" o1er t*e wor"d. In1estigations dea"ing e5c"usi1e"2 wit* t*e impact o4 te"e1ision on c*i"d de1e"opment in India and Iran are scant2 as seen t*roug* t*e paucit2 o4 "iterature. 6*e e44ects o4 te"e1ision 1iewing on t*e growt* and de1e"opment o4 c*i"dren during midd"e and "ate c*i"d*ood in India and ot*er de1e"oping countries need to .e e5amined in order to promote *ea"t*2 persona"it2 o4 c*i"dren.

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References $. )a""& S and )ogat7& +.-. ($;7') 6*e 4irst 2ear o4 Sesame Street? an e1a"uation. Princeton& N.B.& >ducationa" 6esting Ser1ice. 2. )uc3ing*am& (a1id (2''3) C*i"dren and media& www.mediacu"ture-on"ine.de 3. Craw"e2& -.M. et.a". ($;;;) >44ects o4 repeated e5posures to a sing"e episode o4 t*e te"e1ision programme )"ue9s C"ues on t*e 1iewing .e*a1iors and compre*ensions o4 presc*oo" c*i"dren& Journal of Educational Psychology, ;$?63'-637. 4. (in& K.S. and B.Ca"ao (2''$) 6*e e44ects o4 p"a2ing educationa" 1ideo games on 3indergarten ac*ie1ement& Child Study Journal, 3$(2)?; -$'2. . >1ra& #an B.P (2''4) 6e"e1ision and c*i"d de1e"opment& Iawrence >r".aum -ssociates? P*i"ade"p*ia& P-. 6. Kisc*& S.M. (2''') - capacit2 mode" o4 c*i"dren9s compre*ension o4 educationa" content on te"e1ision& Media Psychology, 2?63-;$. 7. Kriedric*&I.C. and Stein& -. :.( $;7 ) Pro-socia" te"e1ision and 2oung c*i"dren9s .e*a1ior? t*e e44ect o4 1er.a" "a.e"ing and ro"e p"a2ing training& Child Development, 46?27-3%. %. +ot7& Ma2a& (a4na Iemis*& -m2 -idman and :2esung Moon (2''4) 6*e ro"e o4 media in c*i"dren9s ma3e .e"ie1e wor"ds& www.eruopean-mediacu"ture.org. ;. :arris& Benni4er I& Bo*n -& )arg* and Ce""2 (. )rowne"" (2'';) Priming e44ects o4 te"e1ision 4ood ad1ertising on eating .e*a1ior& Health Psychology, 2%(4)?4'4-4$3. $'. :aug"and& S.H ($;;2) 6*e e44ect o4 computer so4tware on presc*oo" c*i"dren9s de1e"opmenta" gains& Journal of Computing in Childhood Education, 3?$ -3'. $$. :eat*er& I& Cir3orian& >""en -. Harte""a& and (anie" /. -nderson (2''%) Media and 2oung c*i"dren9s "earning& Spring, $%($)?3;-6$. $2. :imme"weit& :. 6.& -. N. !ppen*eim& and P. #ince ($; %) 6e"e1ision and t*e c*i"d? an empirica" stud2 o4 t*e e44ects o4 te"e1ision on t*e 2oung& Iondon? !54ord Dni1ersit2 Press& $3. :uston and Hrig*t ($;%3) C*i"dren9s processing o4 te"e1ision? t*e in4ormati1e 4unctions o4 4orma" 4eatures& In B.)r2ant and (./. -nderson (eds) C*i"dren9s Dnderstanding o4 6e"e1ision? /esearc* on -ttention and Compre*ension& -cademic Press& New =or3. $4. Pecora& Norma& Bo*n P& Murra2 and >""en -nn Harte""a (2''7) C*i"dren and te"e1ision? 4i4t2 2ears o4 researc*& Ma*wa*& New Berse2 and Iondon ? I>-. $ . Sc*ramm& H.& I2"e& B.& and Par3er& >. ($;6$) 6e"e1ision in t*e "i1es o4 our c*i"dren. Stan4ord& C-? Stan4ord Dni1ersit2 Press $6. Stein4ie"d& Besse ($;72) /eport o4 t*e Scienti4ic -d1isor2 Committee on 6e"e1ision and Socia" )e*a1ior& DS. $7. #andewater& -. >"i7a.et*& (a1id& S. )ic3*am and Bune :. Iee (2''6) 6ime we"" spentO re"ating te"e1ision use to c*i"dren9s 4ree-time acti1ities& Pediatrics, $$7?$%$-$;$. $%. Hi""iams& P. -.& >. :. :aeste"& +. (. :aerte"& and :. B. Ha".erg ($;%2) 6*e impact o4 "eisure-time te"e1ision on sc*oo" "earning? - researc* s2nt*esis& American Educational esearch Journal& $;?$;- '. $;. Jimmerman& K.B. and C*rista3is (.-. (2'' ) C*i"dren9s te"e1ision 1iewing and cogniti1e outcomes? a "ongitudina" ana"2sis o4 nationa" data& Arch Pediatric Adolescent Med, $ ;($)?6$;-62 .

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