by Storm Bride:
"...and what they've been exposed to in books, and what they've been exposed to in real life. I never see anybody freaking out because dd wants to play "camping" after going on vacation last year, or wants to have "picnics" with her blocks. If she'd picked up one of those ideas from tv, why would that be a stunting of her imagination, but when she picks it up from a book, it's not? I know exactly where she got the picnic idea, and I'm not sure why playing imaginatively with something in a book is somehow more creative than if she'd seen the same thing in a cartoon. I just don't buy it."
of course no one is going to "freak out" by her learning from real-life experiences, that is how humans were meant to learn. the BRAIN reacts to different things in different ways. It is not a theory. The brain functions a particular way when viewing TV, it is not active it is passive, unlike a book or a real-life experience.......
you may not want to believe it, but there really is a difference......
"Some commentators believe there's no such things as "good" TV for kids. Joseph Chilton Pearce, a specialist in childhood development, says research shows that the radiant light of TV or computer monitor tends to cause a youngster's brain to effectively "close down," producing a hypnotic-like state.
To counter this phenomenon and keep young viewers engaged, says Pearce, progammers introduce "startle effects" that trigger "the brain into thinking there might be an emergency."
Although the higher brain, or "neocortex," knows the images aren't real, the lower or "reptilian" brain reacts as though the emergency were authentic, triggering the production of cortisol, a potent hormone that prepares the body for fight or flight. When the the video "threat" passes, another hormone is released to relax the body once again."http://newsosaur.blogspot.com/2005/0...box-phone.html
you say that the fire scene did not scare you but you are scared of fire.....
is there a connection? you may not even know......as adults we do not always have clear and linear connections from our behaviour or fears to what occurred when we were children......
personal experience is subjective, look to research to find out what is the reality....http://www.limitv.org/preschool.htm
"In 12 pages of coverage in the Time and Newsweek articles, television was never mentioned as benefiting early childhood development. Rather, the waking hours babies spend in front of a TV robs them of the time for parent-child interaction and their own play-time; two activities crucial to the development of intelligence and imagination. The time lost from birth through age five cannot be made up for in later years. Certain aspects of brain development only occur during certain ages, and a child who to some degree misses out on the appropriate stimuli during that period may be somewhat disadvantaged from then on.
These articles urge that parents:
Cuddle the child
Play with the child
Touch the child
Talk, smile and hug the child
Let the child reach for and touch objects blocks, toys, pots and pans, colored paper, . . .
Sing or play a lullaby; play classical music
Play counting games
Let the child set the table
Such a list could go on for pages, but of significance is that TV is not advocated as a useful activity for young children.
Common to these activities is parent-child interaction and opportunities for the child to experience her own environment. Playing with her toys stimulates brain development. Repeated experiences, whether alone or with a parent, help "wire" the child’s brain.
Similarly, parents should play back and reinforce the child’s response to his environment; smile and hug him if he gurgles with delight at a toy or pet, or responds to a display window, a cereal box, or a helicopter overhead. Recall, parents are the brain’s first and most important influence.
LimiTV urges parents to use these early and crucial years to help children grow to their full potential. LimiTV believes television should remain absent from a child’s environment at least until age five.
We conclude with very brief summaries of three articles cited in the references, and we encourage parents to check out these sources and the references listed and draw your own conclusions:
1. In "Effects of Preschool Television Watching on First-Grade Children," the authors report: (a) that the more preschoolers watch TV, the less well they do academically in the first grade; (b) the more preschoolers watch TV, the less well-socialized they are in the first grade.
2. Jerome L. Singer and Dorothy G. Singer conducted field studies on children to see if TV can stimulate imaginative play. They subjected four groups of children to different types of classroom situations; two incorporated TV into the sessions, one was a control with no TV, and the last had no TV but an adult present to stimulate imaginative play. The greatest increase in imaginative play occurred with the last group, no TV but an adult present to engage the children.
3. In "Turned-on Toddlers," Halpern writes about the potential over-stimulation of young children that may result from watching TV. This over-stimulation may tax their still-developing neurological systems, and that may result in a short attention span and hyperactivity.
To learn more about non-TV activities for children, please see the section on alternative activities."http://www.turnoffyourtv.com/healthe.../children.html
"Watching TV is a passive event. Children -- and adults -- remain completely immobile while viewing the box. Most viewing experiences, at least among Americans, are both quiet and non-interactive. All attention is given to the images.
"Just like the operating room light, television creates an environment that assaults and overwhelms the child; he can respond to it only by bringing into play his shutdown mechanism, and thus become more passive," states a pediatrician quoted in the Moody book. "I have observed this in my own children, and I have seen it in other people's children. As they sat in front of a television that was blasting away, watching a film of horrors of varying kinds, the children were completely quiet. . . . They were hooked."
Looking at a television screen does not magically remove a child's energy from within him. A highly active child will remain inactive while watching TV because that is what the medium requires. In order to receive stimulation from the television, the child must be passive, and accept the predetermined flow rate of the images. Both mind and body are passive (called an alpha state) allowing the child to concentrate on the vast, and often fast, array of bright pictures.
"The picture on the TV changes every five or six seconds, either by changing the camera angle or cutting to an entirely new scene," writes Moody. "One researcher refers to these events as jolts per minute, noting that as time is cut up, the brain is conditioned to change at the expense of continuity of thought.
© 1996 by Ron Kaufman @ TurnOffYourTV.com
Of course there are other consequences of watching TV for children such as obesity, ADD, blase attitude about violence, slows down cognitive development, adversely affects body-image, and the list goes on.......
again, I don't see any benefits........only negative consequences....