The effects of children's television programs on the classroom behavior of Filipino children as perceived by selected preschool teachers

• Main Authors: Azucena, Jasmine Rose, Chua, Ma. Carolina, Tiu, Priscilla
• Format: text
• Language: English
• Published: Animo Repository 2006
• Subjects: Television in preschool education > Philippines; Television and children > Philippines; Children's television programs > Philippines; Early Childhood Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_bachelors/9266
• Institution: De La Salle University

The effects of children's television on the socio-emotional domain and communication skill of Filipino children perceived by selected preschool teachers in Metro Manila have been comprehensively discussed focusing on the classroom behaviors. The first objective of this research is to examine the perceptions of preschool teachers whether watching children's television influences children's classroom behaviors such as aggression and prosocial. In addition, this research examines whether children's television affects children's socio-emotional domain through peer interaction and their communication skills through language acquisition. The way violent cartoons and educational programs portray in children's television may be associated with a different extent of perceived reality hence different effects. This descriptive study was conducted aiming preschool teachers as participants. Thirty preschool teachers were selected to answer the survey. Information regarding different kinds of classroom behaviors was based on the subjects' reported observation. Two approaches were used to measure the subjects' observation: behavior rating scale and open-ended questions. Analysis of the data revealed that imitating aggressive cartoon figures were rarely displayed by children in class. Likewise, copying and using bad words influenced by violent cartoons are also rarely exhibited by children. However, mimicking the agressive dialogue of cartoon characters was frequently observed during play. The association between educational programs and prosocial behaviors were significantly stronger than cartoon programs and aggressive behaviors. This research also found that imitating prosocial cartoon characters were frequently portrayed in class during peer interaction. Language acquisition was positively emphasized because children acquire words from educational programs that help them in learning. This study would recommend that the perceived effects of children's programs on the children's classroom behavior may also be extended to the