Child, Family, School, and Community S ocialization and Support 6 th ed.

Child, Family, School, Child, Family, School, and Communityand Community

SSocialization and Support 6ocialization and Support 6thth ed. ed.

Child, Family, School, Child, Family, School, and Communityand Community

SSocialization and Support 6ocialization and Support 6thth ed. ed.

Chapter 9Chapter 9

ECOLOGY OF THE MASS MEDIA ECOLOGY OF THE MASS MEDIA

Chapter 9Chapter 9

ECOLOGY OF THE MASS MEDIA ECOLOGY OF THE MASS MEDIA

UNDERSTANDING MASS MEDIAUNDERSTANDING MASS MEDIAUNDERSTANDING MASS MEDIAUNDERSTANDING MASS MEDIA

““Media” refers to a type of communication. Media” refers to a type of communication. Mass media are shapers and spreaders of Mass media are shapers and spreaders of culture.culture.

““Media” refers to a type of communication. Media” refers to a type of communication. Mass media are shapers and spreaders of Mass media are shapers and spreaders of culture.culture.

MACROSYSTEM INFLUENCES MACROSYSTEM INFLUENCES ON MASS MEDIAON MASS MEDIA

MACROSYSTEM INFLUENCES MACROSYSTEM INFLUENCES ON MASS MEDIAON MASS MEDIA

• Mass communication the U.S. Mass communication the U.S. characterized by private ownership and characterized by private ownership and corporate profits.corporate profits.

• Broadcast media in the U.S. are designed Broadcast media in the U.S. are designed to attract audiences to whom to sell to attract audiences to whom to sell products, SO they convey messages that products, SO they convey messages that are likely to influence attitudes and are likely to influence attitudes and behavior.behavior.

• Mass communication the U.S. Mass communication the U.S. characterized by private ownership and characterized by private ownership and corporate profits.corporate profits.

• Broadcast media in the U.S. are designed Broadcast media in the U.S. are designed to attract audiences to whom to sell to attract audiences to whom to sell products, SO they convey messages that products, SO they convey messages that are likely to influence attitudes and are likely to influence attitudes and behavior.behavior.

PICTORIAL MEDIA: PICTORIAL MEDIA: TELEVISION AND MOVIESTELEVISION AND MOVIES CONCERNS ABOUT TELEVISION AND MOVIESCONCERNS ABOUT TELEVISION AND MOVIES


Effects other activities and relationshipsEffects other activities and relationships– Family rituals and interactionsFamily rituals and interactions– Physical activityPhysical activity

Effects the ability to distinguish betweenEffects the ability to distinguish between

reality and fantasyreality and fantasy

Effects other activities and relationshipsEffects other activities and relationships– Family rituals and interactionsFamily rituals and interactions– Physical activityPhysical activity

Effects the ability to distinguish betweenEffects the ability to distinguish between

reality and fantasyreality and fantasy


(Cont’d)(Cont’d)



Effects imaginationEffects imagination

Effects the prevalence of violenceEffects the prevalence of violence

• Observational learningObservational learning

• Attitude changeAttitude change

• ArousalArousal

Effects imaginationEffects imagination

Effects the prevalence of violenceEffects the prevalence of violence

• Observational learningObservational learning

• Attitude changeAttitude change

• ArousalArousal





Effects of advertising

children age 2 – 11 are exposed to between

20,000 and 40,000 television commercials

annually.

Effects of advertising

children age 2 – 11 are exposed to between

20,000 and 40,000 television commercials

annually.

PICTORIAL MEDIA: PICTORIAL MEDIA: TELEVISION AND MOVIESTELEVISION AND MOVIES PERPETUATION OF VALUESPERPETUATION OF VALUES

PICTORIAL MEDIA: PICTORIAL MEDIA: TELEVISION AND MOVIESTELEVISION AND MOVIES PERPETUATION OF VALUESPERPETUATION OF VALUES

TV has presented children a set of TV has presented children a set of

““anti-values” (Dr. Isidore Ziferstein):anti-values” (Dr. Isidore Ziferstein):

• Anti-interpersonal relations valuesAnti-interpersonal relations values

• Anti-cooperation valuesAnti-cooperation values

• Anti-democratic valuesAnti-democratic values

TV has presented children a set of TV has presented children a set of

““anti-values” (Dr. Isidore Ziferstein):anti-values” (Dr. Isidore Ziferstein):

• Anti-interpersonal relations valuesAnti-interpersonal relations values

• Anti-cooperation valuesAnti-cooperation values

• Anti-democratic valuesAnti-democratic values

PICTORIAL MEDIA: PICTORIAL MEDIA: TELEVISION AND MOVIESTELEVISION AND MOVIES

PERPETUATION OF VALUESPERPETUATION OF VALUES(Cont’d)(Cont’d)



Sexuality Young people are exposed to a constant flow of

sexual images.

Stereotypes oversimplified representations of members of a group

Sexuality Young people are exposed to a constant flow of

sexual images.

Stereotypes oversimplified representations of members of a group





Effects on children’s reading andcommunication skills

time spent in front of the TV has been responsible for the general decline in reading levels and test scores on standardized tests.

Effects on children’s reading andcommunication skills

time spent in front of the TV has been responsible for the general decline in reading levels and test scores on standardized tests.





Effects on academic achievementEffects on academic achievement

the content of television shows a the content of television shows a significant impact on academic significant impact on academic achievement achievement (based on longitudinal study).(based on longitudinal study).

Effects on academic achievementEffects on academic achievement

the content of television shows a the content of television shows a significant impact on academic significant impact on academic achievement achievement (based on longitudinal study).(based on longitudinal study).

PICTORIAL MEDIA: PICTORIAL MEDIA: TELEVISION AND MOVIESTELEVISION AND MOVIES MEDIATING INFLUENCES ON SOCIALIZATION OUTCOMESMEDIATING INFLUENCES ON SOCIALIZATION OUTCOMES


Selective attention

is crucial to learning because children’s perceptions and concepts of the world depend on which aspects get their attention.

Selective attention

is crucial to learning because children’s perceptions and concepts of the world depend on which aspects get their attention.



Parents can mediate television viewing by:Parents can mediate television viewing by:• Controlling the number of hours of TV exposure.Controlling the number of hours of TV exposure.

• Checking ratings and evaluating programs.Checking ratings and evaluating programs.

• Viewing television with their children and Viewing television with their children and discussing the programs.discussing the programs.

• Arranging family activities other than television Arranging family activities other than television viewing.viewing.

Parents can mediate television viewing by:Parents can mediate television viewing by:• Controlling the number of hours of TV exposure.Controlling the number of hours of TV exposure.

• Checking ratings and evaluating programs.Checking ratings and evaluating programs.

• Viewing television with their children and Viewing television with their children and discussing the programs.discussing the programs.

• Arranging family activities other than television Arranging family activities other than television viewing.viewing.

PICTORIAL MEDIA: PICTORIAL MEDIA: TELEVISION AND MOVIESTELEVISION AND MOVIES MESOSYSTEM INFLUENCESMESOSYSTEM INFLUENCES

PICTORIAL MEDIA: PICTORIAL MEDIA: TELEVISION AND MOVIESTELEVISION AND MOVIES MESOSYSTEM INFLUENCESMESOSYSTEM INFLUENCES

Community-media linkages– The Public Broadcasting System (PBS)

– Cable and Satellite Television

– Videocassette Recorders and DVD Players

– Public Interest Groups

School-media linkages

Family-media linkages

Community-media linkages– The Public Broadcasting System (PBS)

– Cable and Satellite Television

– Videocassette Recorders and DVD Players

– Public Interest Groups

School-media linkages

Family-media linkages

PRINT MEDIA: BOOKS AND PRINT MEDIA: BOOKS AND MAGAZINESMAGAZINES


passive

involvement

passive

involvement

active active

participationparticipation

Television And

Radio

Print Media



Books influence:

Language and Reading Development

Cognitive Development

Psychosocial Development

Books influence:

Language and Reading Development

Cognitive Development

Psychosocial Development





Reading books and magazines:Reading books and magazines:

• enables socialization because it is written enables socialization because it is written

languagelanguage

• increases a child’s language and reading increases a child’s language and reading

skillsskills

Reading books and magazines:Reading books and magazines:

• enables socialization because it is written enables socialization because it is written

languagelanguage

• increases a child’s language and reading increases a child’s language and reading

skillsskills





Books also:Books also:• provide information and concepts, and vicarious provide information and concepts, and vicarious

experiences that stimulate the imaginationexperiences that stimulate the imagination

• provide models for children, help children cope provide models for children, help children cope

with and master problems, offer the opportunity to with and master problems, offer the opportunity to

explore and understand their own feelings and explore and understand their own feelings and

the feelings of others, and to understand the the feelings of others, and to understand the

realities of life.realities of life.

Books also:Books also:• provide information and concepts, and vicarious provide information and concepts, and vicarious

experiences that stimulate the imaginationexperiences that stimulate the imagination

• provide models for children, help children cope provide models for children, help children cope

with and master problems, offer the opportunity to with and master problems, offer the opportunity to

explore and understand their own feelings and explore and understand their own feelings and

the feelings of others, and to understand the the feelings of others, and to understand the

realities of life.realities of life.


CONCERNS ABOUT BOOKS AND MAGAZINESCONCERNS ABOUT BOOKS AND MAGAZINES


CONCERNS ABOUT BOOKS AND MAGAZINESCONCERNS ABOUT BOOKS AND MAGAZINES

• Fantasy and realityFantasy and reality: lack of strong adult role : lack of strong adult role models and present an unrealistic view of life.models and present an unrealistic view of life.

• ViolenceViolence: some stories can provide a : some stories can provide a mechanism for the release of strong feelings mechanism for the release of strong feelings experienced by children.experienced by children.

• StereotypingStereotyping: traditionally perpetuates gender, : traditionally perpetuates gender,

minority groups, age groups, and individuals with minority groups, age groups, and individuals with

disabilities stereotypes.disabilities stereotypes.

• Fantasy and realityFantasy and reality: lack of strong adult role : lack of strong adult role models and present an unrealistic view of life.models and present an unrealistic view of life.

• ViolenceViolence: some stories can provide a : some stories can provide a mechanism for the release of strong feelings mechanism for the release of strong feelings experienced by children.experienced by children.

• StereotypingStereotyping: traditionally perpetuates gender, : traditionally perpetuates gender,

minority groups, age groups, and individuals with minority groups, age groups, and individuals with

disabilities stereotypes.disabilities stereotypes.


BOOKS, SOCIALIZATION, AND BOOKS, SOCIALIZATION, AND DEVELOPMENT LEVELS OF CHILDRENDEVELOPMENT LEVELS OF CHILDREN



Developmental level of a child influences thesocialization effect of books on that child.

Pre-operational stage (about age 2 to 7):Children like folktales and stories that denote growth and the sequence of time.


Pre-operational stage (about age 2 to 7):Children like folktales and stories that denote growth and the sequence of time.






Concrete operational stage (age 7 to 11-15)Concrete operational stage (age 7 to 11-15) Children’s enjoy a wide variety of books, Children’s enjoy a wide variety of books, including informational and biographical.including informational and biographical.


Concrete operational stage (age 7 to 11-15)Concrete operational stage (age 7 to 11-15) Children’s enjoy a wide variety of books, Children’s enjoy a wide variety of books, including informational and biographical.including informational and biographical.






Formal operational stage (age 11 or 15)Formal operational stage (age 11 or 15)::– children can hold several plots or subplots in their children can hold several plots or subplots in their

minds simultaneously and see interrelations minds simultaneously and see interrelations among themamong them

– children can analyze and evaluate what they read children can analyze and evaluate what they read in terms of different viewpointsin terms of different viewpoints


Formal operational stage (age 11 or 15)Formal operational stage (age 11 or 15)::– children can hold several plots or subplots in their children can hold several plots or subplots in their

minds simultaneously and see interrelations minds simultaneously and see interrelations among themamong them

– children can analyze and evaluate what they read children can analyze and evaluate what they read in terms of different viewpointsin terms of different viewpoints

SOUND MEDIA: SOUND MEDIA: POPULAR MUSICPOPULAR MUSICSOUND MEDIA: SOUND MEDIA:

POPULAR MUSICPOPULAR MUSICWhat sets today’s popular music apart fromtelevision and books?

• it is an expression of the youth culture

• it alienates many adults

• it illustrates current social values

BUT do songs reflect the values of a particulargeneration OR whether they influence thatgeneration’s values?

What sets today’s popular music apart fromtelevision and books?

• it is an expression of the youth culture

• it alienates many adults

• it illustrates current social values

BUT do songs reflect the values of a particulargeneration OR whether they influence thatgeneration’s values?

INTERACTIVE MEDIA AND INTERACTIVE MEDIA AND MULTIMEDIAMULTIMEDIA

INTERACTIVE MEDIA AND INTERACTIVE MEDIA AND MULTIMEDIAMULTIMEDIA

Effects of computers, the Internet, and videoEffects of computers, the Internet, and videogames on children’s socialization process isgames on children’s socialization process isunclearunclear

Current concerns include:Current concerns include:

• diminished social interactiondiminished social interaction

• computer gamescomputer games

• access to information without necessary critical access to information without necessary critical skillsskills

• access to information negating family valuesaccess to information negating family values

Effects of computers, the Internet, and videoEffects of computers, the Internet, and videogames on children’s socialization process isgames on children’s socialization process isunclearunclear

Current concerns include:Current concerns include:

• diminished social interactiondiminished social interaction

• computer gamescomputer games

• access to information without necessary critical access to information without necessary critical skillsskills

• access to information negating family valuesaccess to information negating family values

Child, Family, School, and Community S ocialization and Support 6 th ed.

Documents

Transcript of Child, Family, School, and Community S ocialization and Support 6 th ed.