The average child watches two to four hours of TV a day. "Air time for war cartoons increased from 1.5 hours per week in 1982 to 43 hours per week in 1986." (Smith, 1993) This is a great increase in violence on TV for young kids. In many studies they now show that violence shown on TV makes a big difference on young kids. It increases violent and aggressive behavior in young kids. "A Washington Post article (Oldenburg, 1992), states that 'the preponderance of evidence from more than 3,000 research studies over two decades shows that the violence portrayed on television influences the attitudes and behavior of children who watch it."
The kids behavior also was related to the amount of TV watched, violent and nonviolent a like. Kids tended to internalize their problems and were often depressed. The more TV the kids watched the more aggressive they became. There bad behavior was most stimulated by fast paced programs and programs where the kids can identify with one of the characters. Mostly for boys, identifying wit
Another big problem is that parents are unaware that their kids are being exposed to all this violence. In a study with families in a Head Start program with kids 3 1/2 to
Parents are totally capable of helpings this problem. Parents can moderate the amount of television watched by their kids. Parents should also watch at least one episode of the programs their kids are watching so they can explain incidents that happen so the kids don't make assumptions for themselves. Also when an incident happens where a character acts wrongly to solve their problem, the parent should explain why it was bad and how to properly handle the problem so the child will know for the future. Parents also have the right to ban any programs they feel are too offensive. They can also have their kids watch more beneficial, like documentaries and educational programs. Parents also need to have their kids spend more time doing hobbies, sports, or being with friends.
4 1/2, they asked the parents how much violence their kids watched, and then
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