The Pros and Cons of Allowing Kids to Watch TV

This essay explores the positive and negative effects of TV on children's learning and cognitive capabilities, physical activity, and behavior. It discusses the impact of TV content and time spent watching TV, as well as the importance of parental control and involvement. The essay also highlights the benefits of TV as an educational tool and a source of entertainment, and the need for a balanced approach to TV viewership.

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Essay
26th April 2017
Word Count: 1589
“Kids should be allowed to watch TV”
Research claims that parents across the globe are concerned about the negative effects of TV on
children (Sajjad and Makhijani 115). The increased popularity of cable and internet TV raises
questions about the effect of TV on kids learning processes. Television as an educational tool
influences the learning and cognitive capabilities. Too much TV reduces physical activity
increasing chances of obesity. When children spend more, time watching TV than doing
constructive work, chances of engaging in binge eating or snacking is high. Overreliance on TV
reduces cognitive ability because the brain is dormant. The school curriculum has a plan on how
to encourage extra curriculum activities filled with fun and cognitive benefits (Northern Beaches
Council). Writing competitions, artistic activities, science workshops, cultural activities and
learning events are some examples of TV options. Parents worry that despite the parental
controls; they may not always be around to check what children are watching with friends, in
online TV and during free time. Failure to control the TV time and content is one of the major
challenges (Lambe and Perse 225).
Kids TV show producers like Disney employ multicultural strategies that have an impact on
children (Matt and Lindsay). This is a commercial plan to attract more viewers across the globe.
TV techniques for kids range from emotional, language and visual effects. Content developers

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consider the psychological effect of TV shows such as comedy, drama, cartoons and movies
because of the psychosocial power of the TV. Negative TV effects correlates to the content and
time spent watching TV. It also refers to the antisocial behavior such as aggression that comes
from TV exposure. Psychological disorders also emanate from the overreliance on TV
entertainment. Parents have a responsibility to prevent the risk factors by reinforcing positive
behavior. The solution lies in identifying these challenges and paying attention to the kids’
reaction from the exposure.
Neurological scientists support this stating that it encourages anti-social behavior, lowers
communication abilities and alters the brain capabilities (Fields). Exposing a child to TV
streaming over prolonged periods creates mental problems. Shaping kids viewing habits should
start at an early stage because the TV has multiple processes. It stimulates emotional responses,
mental arousal, aggressive behavior and improved vision. Teachers use TV for language based
learning because of the power of audiovisual learning. Discussions about the effect of TV on
communication abilities stem from verbal abilities. Children copy manners, etiquette, dirty
words, bad language or new language seen or heard on the screen.
There are numerous reasons why parents fear exposing their children to cable TV. Some believe
that the cultural infiltration corrupts moral values. Cable TV increases consumption through TV
viewership. By producing more programs to meet the demand, TV channels tend to compromise
the quality of production. Children are a target because they have more free time to watch TV.
Research supports the connection between TV exposure, behavior change and psychological
factors (Matt and Lindsay). Intellectual ability enhances competence and brain development and

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TV has an effect on it. All parents want the best for their children. Cognitive abilities include the
ability to remain attentive, think independently and communicate verbally. Stimulating the mind
means jogging the memory through a wide range of constructive activities. Content development
in some programs incorporates volume and matter design.
Research experiments indicate that the number of hours spent watching TV, the content used and
age factors influence the child’s outcome ( Sajjad and Makhijani 18). Data analysis on such
experiments presents statistics with negative variables highlighting possible post intervention
strategies. One way to manage the negative effects of overexposure to TV is to involve parents
and caregiver. Although teachers may control what children watch on TV at school, parents are
in charge of home viewership. Media becomes negative because of the effects that it has on the
viewer. In this case, kids have an academic focus, which the media needs to support and not
compromise. Although then modern society enjoys freedom of choice, controlling how kids
watch TV shapes the production material and content. This is essential in reinforcing positive
influence and its effects on individuals (Lambe and Perse 23).
A cross sectional analysis of different factors shows multiple regression of TV effects on
children in various levels of learning. Children across different ages should have controlled
number of hours for TV viewership. Toddlers, school going children and teenagers have
different abilities and brain structures. TV viewership correlates to the sensorimotor factors. This
is a guide for parents on how much TV is healthy or unhealthy. Such decisions also affect
exposure to online video streaming or video games. Children also need time to interact socially,
expand their reading and writing skills. TV is effective in entertainment education programs such

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as documentaries, which inform on critical issues such as relationships, money and health
matters. TV provides exposure through emotional content and comedy shows have humor. The
internet. The media includes music and screen content which influences those watching. Credible
content is essential in bilingual studies and children learn new words for language development.
It is important in attitude formation for behavioral change and social influence.
Kuchment and Christina present a research on why parents should not worry about allowing their
kids to watch TV. From the findings, there is some good news about watching TV (Kuchment
and Christina). Kids develop language skills such as speech, vocabulary and self expression
through TV viewership. The psychological benefits of watching TV lie within the cognitive
development and language skills provide concrete evidence (Lambe and Perse). Stress relief, and
freedom from anxiety contribute to mental growth. TV shows produced using scientifically
researched content enhance intellectual development. An example is the TV cartoon series from
Disney world such as DocMcStuffins which encourage children to pursue medical careers in life.
Children shape their imagination through TV and they gain creative ability from audio visual
learning.
Watching TV also provides relaxation time to relieve stress from class and school work. This is a
health benefit that contrasts the unhealthy habits associated with TV. However, there are fears
about the efffect of negative cultural influences. When children watch global series and shows,
they learn about new ideas which may be unacceptable in their own culture. Educators and
policy makers make it an effort to encourage positive exposure while minimising the negative
impact of tv (Etchelles). As a public health concern, overexposure to TV has effects on mental

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and social growth. Lifestyle change supports controlled TV and screen interaction for healthy
growth. Parent child activities should support this for the development of individuals and family
groups. TV has a positive influence on toddlers because it supports the social and emotional
development. For school going kids, TV is a learning tool for viewing in classrrom and home
environments.
Supporters of TV time for kids point out that it shapes families by defining social roles, cultural
values and constructing behavior (Alexander, Kim and Kim). The modern TV screen goes
beyond the cable and broadcast media. Numerous studies continue to delve into the effect of TV
on children including the digital videos and computer games. Childhood beavioral development
studies advocate for consideration of numerous factors in the home environment when analysing
tv viewership. Cable TV has numerous kids networks such as documentaries, science and fiction
are educative and emtertaining. These widen the learners imagination and enlarge their
perpsective of life. Commedy provides great family time and the How to channels contain
informative content. Watching TV as a family strengthens social bonds and it gives the children
a sense of belonging. Sharing shows caring and the visual world simplifies complex issues of
life.
There should be age restrictions for TV viewership and controls on the type of programing
because children have different cognitive abilities (Gershon). There are constructive academic
classes done through TV programs. Watching appropriate programs on TV with adults has
benefits. This means that there are factors contributing to negative TV effects. Watching TV in
itself has benefits and challenges. It takes a concerted effort from all stakeholders involved in

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childhood development to control the negative impact that TV has on kids. Although there is
evidence on the impact of TV on young children, there is continuous investments in the child TV
industry. This means the demand for TV for children is high and growing. Viewing sports and
games channels motivates talented children to venture into sports activities. This high demand in
sports channel is an indication of changes in consumer habits (Rische 9). The changing consumer
taste for such content reveals the social need for family oriented shows. Business oriented
production companies are capitalizing on this to produce live shows that families can enjoy
together regardless of their age.
TV viewership has pros and cons. During holidays, kids have the time to relax and play. ‘All
work and no play makes jack a dull boy’. Taking a balanced approach, parents and guardians can
guide children towards the right programs for learning and positive exposure. Being aware of the
negative effects of TV is also important because it enlightens the parents. I support theorists who
define ways on how to make TV viewership successful (Kamenetz). Kids learn from seeing and
one way is to set an example through words and deeds. Family TV time shapes students future
choices. Competent TV producers develop content based on researched information. Behavioral
scientists indicate that engaging children provides powerful learning platform. Scientifically
produced programs have multimedia symbols, to engage learners through TV effects. However,
parents also need guided TV plans to ensure that children do not spend excessive time watching
TV. Part of this strategy includes asking the kids questions about what they watched and
verbalizing the TV elements. Parents serve as role models through joint engagement because
leaving the children to watch TV alone encourages promiscuity.

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Conclusion
TV programs may not engage the brain but TV is important. Failure to stimulate the mental
abilities leads to poor performance in school. School holidays engage the students and parents or
caregivers have a responsibility to provide an environment for growth and development school.
Incorporating TV as part of children learning and entertainment activities has positive and
negative effects depending on the methods used. Effective management of TV time is
commendable. The age factor is critical when describing TV impact on children. TV Interaction
hours and viewership correspond to negative social behavior. Research on psychosocial behavior
relates to the age variations, cognitive ability and social interaction as critical in this. Therefore,
TV has negative effects but it would be ignorant to neglect its benefits.

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Works Cited
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Etchelles, Pete. "What do we really know about the effects of screen time on the mental health?"
The Guardian (2013).Web.
<https://www.theguardian.com/science/head-quarters/2013/aug/29/screen-time-mental-
health-children>.
Fields, Douglas. "Does TV rot your brain?" Scientific American (2016). Web.
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Gershon, Livia. "Is TV for toddlers really that bad?" JSTOR (2015). 24 April 2018.
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