| Abstract | SAŢETAK
Prema istraţivanjima, djeca provedu dva do tri sata dnevno gledajući televiziju
(Ilišin, Marinović Bobinac, Radin, 2001; Laniado, Pietra, 2005). S kognitivnim
razvojem kod djece se razvija i način gledanja televizije. Svakim gledanjem
televizije djeca stječu i nadograĎuju prethodno usvojene vještine. U početku djeca do
1,5 godine vide program fragmentirano u obliku zvuka i svjetlosti, a s tri godine
počinju vidjeti zasebne dijelove kao dio jedne cjeline (Josephson, 1995). Do polaska
u školu djeca teško razlikuje izmišljeno od stvarnog jer ne poimaju vrijeme i prostor
kao odrasli te ne mogu apstraktno razmišljati (Laniado, Pietra, 2005). Američka
pedijatrijska akademija preporučuje da djeca mlaĎa od dvije godine ne gledaju
televiziju jer mogu propustiti razvojno vaţne interakcije s okolinom (Američka
pedijatrijska akademija, 2011). Nakon dvije godine djeca ne bi trebala gledati
televiziju više od dva sata dnevno, odnosno sveukupno provoĎenje djece ispred
ekrana svih medija trebalo bi ograničiti na 1 do 2 sata na dan (Američka pedijatrijska
akademija, 2015). Za razvoj ispravnog odnosa prema televiziji najvaţniju ulogu
imaju roditelji. Oni bi trebali kod djece poticati kritičan i selektivan pristup televiziji
tako da su im primjer u ponašanju, učeći ih da unaprijed odreĎuje što će i koliko
gledati te razgovarajući s njima o televizijskim sadrţajima.
Istraţivanje prikazano u ovom radu provedeno je metodom anketnog upitnika meĎu
99 roditelja djece školskih obveznika u dva dječja vrtića u Zagrebu. Rezultati
istraţivanja pokazuju da djeca gledaju televiziju u skladu s preporukama Američke
pedijatrijske akademije (1999). Ipak, prisutne su i loše navike gledanja televizije.
Roditelji su osviješteni o pozitivnim i negativnim stranama televizije i njenom
utjecaju na djecu, no ne pristupaju djetetovom gledanju televizije u potpunosti
ispravno. Zbog toga se vaţan naglasak treba staviti na edukaciju roditelja i potrebu
medijskog odgoja u odgojno-obrazovnim institucijama. |
| Abstract (english) | SUMMARY
It is known that children watch two to three hours of television a day (Ilišin,
Marinović Bobinac, Radin, 2001, Laniado, Pietra, 2005). Their way of television
viewing evolves with their cognitive development. Through every viewing child
learns and improves his or hers previously adopted skills. In the beginning, children
up to 1,5 years experience the television programme as fragmented displays of sound
and light and by three years they start to perceive separate pieces as part of the whole
(Josephson, 1995). Before going to school children have difficulty distinguishing
reality from fantasy because they do not understand time and space like adults and
cannot think abstractly (Laniado, Pietra, 2005). The recommendations of American
Academy of Pediatrics are that children younger than two years should not watch
television because they can miss developmentally important interactions with their
environment (American Academy of Pediatrics, 2011). Children older than two years
should not watch television more than two hours a day, moreover time spent in front
of all media screens should be limited to one to two hours a day (American Academy
of Pediatrics, 2015). Parents have the most important role in choosing the right
attitude towards television. They should encourage children's critical and selective
approach to television by giving them their own example of behaviour, teaching
them to decide in advance what, when and how much they will watch and discussing
television contents together.
The research presented in this paper was conducted in two kindergartens in Zagreb
using a questionnaire among 99 parents of compulsory school aged children. Results
show that children watch television according to the recommendation of American
Academy of Pediatrics (1999). However, negative habits of television viewing still
exist. Parents are conscious of positive and negative effects television can have on
their children, but they do not react to those bad habits entirely. Therefore, the major
emphasis should be put on education of parents and a necessity of media education in
educational institutions for children. |
