“You watch television to turn your brain off and you work on your computer when you want to turn your brain on.” — Steve Jobs, co-founder of Apple Computer and Pixar, in Macworld Magazine, February 2004

Few days back I went to pick up my friends little girl from the child care center. I was shocked watching those little young children in front of the television set, watching babies and toddlers educational TV shows. I wondered, if there’s any age limit for kids “media watching”. Are there any benefits of those satellite television shows aimed at little boys and girls? Are those “Cartoon TV Shows” or “Kids Comedy Shows” helping our kids to become “Smart kids”.Whether its a Cable TV or Satellite TV or free to air television, all of them are filled with television programming aimed at young babies to toddlers to teenagers. It does prove that there is a market for young children television and TV stations are making money. The question that still remains unresolved is “How is your child been affected by watching television?”. Consider these findings from a study conducted by the Kaiser Family Foundation:

For children under the age of 3:

More than seven in 10 (72%) of children under the age of 3 watch TV every day and nearly half of them watch videos or DVD’s every day. Most parents (95%) of these under 3 year olds who watch TV every day say they are in the same room with their child while they are watching TV either all or most of the time. 90% of all infants and toddlers have watched TV before the age of 3.

For children over the age of 3:

On average, toddlers and young children spend between 2 to 4 hours a day in front of the screen media. In most of the cases it is more than the time spent playing outside and other physical and mental activities. 99% know how to turn the Television on 85% turn on the TV by themselves 79% ask for their favorite videos and television shows Since the TV started ruling our lives there has been flood of research on how it affect us in many different aspects of our lives. In the last two decades there have been a great increase in studies on affects of watching TV on kids. In the last decade even the infants and the toddlers are getting their fair share of research, since the arrival of programming for infants and toddlers. Our busy lives make these programs our simple choice because it buys us the time to do things around the house or to have some “me time”.

Affects of TV watching for the children under the age of 3

Two-thirds of infants and toddlers watch TV an average of 2 hours a day. In 1999 the American Academy of Pediatrics (AAP) recommended that kids under 2 years old not watch any TV. Researchers at University of Washington in Seattle have carried out the study and found infants vocalize less and hear fewer words from nearby adults when the TV is on, which in turn affects their cognitive development. For the study, researchers equipped 329 infants, aged between 2 and 48 months, with lightweight recorders that captured every noise they heard in a 24-hour period. Then, a computer program determined whether each sound came from the infant, an adult or the television. The analysis showed that for every hour of television an infant is exposed to hear 770 fewer words from adults, on average a 7 per cent reduction. Infants watching TV also utter fewer “googoos” and “gagas” and interact less with adults than kids whose parents use the off switch more enthusiastically. The newborn brain is very much a work in progress. All that cognitive stimulation is critical to the underlying architecture that’s developing. Every word that babies hear, and every time they hear it, is extremely important. In fact, this finding is backed up by observations made by a team at the University of Massachusetts, which found that infants exposed to television hear 20 percent fewer words from their parents during each hour of programming they watch. Most of this infant programming and DVD’s, claiming to promote parent-child interaction, don’t really work. Best advise to all the new parents is to minimize exposure of TV during the first two years of your child. TV and other electronic media can get in the way of exploring, playing, and interacting with parents and others, which encourages learning and healthy physical and social development. Here is another two studies proving toddlers have difficulty translating the message from TV to the real life. First study is by G.L. Troseth and J.S. DeLoache. In these experiments, two-year-olds were shown videos of experimenters hiding objects in a room. Then the toddlers were allowed into the room and told to find the object. Accuracy ranged from 44 percent to 25 percent, despite the fact that there were only from four to six possible hiding places in the room. Their performance was no better than if they had simply searched the room at random, with no video to help them. Many toddlers did seem to look in the right spot after watching the first video, but if the task was repeated with a different hiding place, they simply returned to the original spot, ignoring the new video evidence. In a second experiment, the researcher hid a stuffed toy Snoopy in a separate room from the toddler, then either told the child where the toy was hidden in person, or on TV, before letting him or her into the room to search for the toy. Again, there were four possible hiding places. Once again, being told in person resulted in significantly better performance. As before, the TV-watchers got worse over time. Clearly the toddlers can understand the verbal descriptions of the objects, but somehow they don’t get the message on TV. these experiments show that toddlers don’t have true mental representations of scenes. Instead, they rely on direct experience. So while toddlers can understand what’s going on on TV, they don’t think about what they see on TV the same way older kids and adults do. They don’t connect it back to the real things they encounter in their world, so they can’t learn from TV. Whatever it is your toddler gets from watching TV, these researchers say, it’s not learning.

Affects of TV watching for the children over the age of 3

Kids between the age of 3 and 6 watch an average of about 2 hours of screen media a day, primarily TV and videos or DVD’s. Kids and teens between the age of 8 to 18 years, spend nearly 4 hours a day in front of a Television screen and almost 2 additional hours on the computer (outside of schoolwork) and playing video games. Don’t forget the time spend on watching television on the internet. As kids get older, too much screen time can interfere with activities such as being physically active, reading, doing homework, playing with friends, and spending time with family. Of course, television, in moderation, can be a good thing: Preschoolers can get help learning the alphabet on public television, grade schoolers can learn about wildlife on nature shows, and parents can keep up with current events on the evening news. No doubt that TV can be an excellent educator and entertainer. But despite its advantages, too much television can be detrimental:

Children who consistently spend more than 4 hours per day watching TV are more likely to be overweight or obese.

Kids who watch violent acts are more likely to show aggressive behavior but also fear that the world is scary and that something bad will happen to them.

TV characters often show risky behaviors, such as smoking and drinking, and also reinforce gender-role and racial stereotypes.

That’s why it’s so important for you to monitor the content of TV programming and set viewing limits to ensure that your kids don’t spend too much time watching TV.

Teaching Good TV Habits

Here are some practical ways to make TV-viewing more productive in your home:

Limit the number of TV-watching hours:

Stock the room in which you have your TV with plenty of other non-screen entertainment (books, kids’ magazines, toys, puzzles, board games, etc.) to encourage kids to do something other than watch the tube.

Keep TVs out of bedrooms.

Turn the TV off during meals.

Don’t allow kids to watch TV while doing homework.

Television is a privilege:

Treat TV as a privilege. Watching TV has to be earned its not a right. Establish and enforce family TV viewing rules, such as TV is allowed only after chores and homework are completed.

Try a weekday ban:

Schoolwork, sports activities, and job responsibilities make it tough to find extra family time during the week. Record weekday shows or save TV time for weekends and you’ll have more family togetherness time to spend on meals, games, physical activity, and reading during the week.

Set a good example by limiting your own TV viewing:

Check the TV listings and program reviews ahead of time for programs your family can watch together (i.e., developmentally appropriate and nonviolent programs that reinforce your family’s values). Choose shows that foster interest and learning in hobbies and education (reading, science, etc.).

Preview programs before your kids watch them:

Come up with a family TV schedule that you all agree upon each week. Then, post the schedule in a visible area (e.g., on the refrigerator) so that everyone knows which programs are OK to watch and when. And make sure to turn off the TV when the “scheduled” program is over instead of channel surfing.

Watch TV together:

If you can’t sit through the whole program, at least watch the first few minutes to assess the tone and appropriateness, then check in throughout the show. Talk to kids about what they see on TV and share your own beliefs and values. If something you don’t approve of appears on the screen, you can turn off the TV, then use the opportunity to ask thought-provoking questions such as, “Do you think it was OK?”  Talk to other parents about their TV-watching policies and kid-friendly programs they’d recommend.

Offer fun alternatives to television:

If your kids want to watch TV but you want to turn off the tube, suggest that you all play a board game, start a game of hide and seek, play outside, read, work on crafts or hobbies, or listen and dance to music. The possibilities for fun without the tube are endless — so turn off the TV and enjoy the quality time together.

Some resources to check out:

Kaiser Family Foundation’s report on children watching tv
Cognitive Daily: Are toddlers incapable of learning from TV?

In this fast paced world we are loosing some things that we cherished a lot in the past, that is our culture and heritage. We will be coming up with some articles on how you can teach your kids the importance of their culture and how they can preserve them.

You have just brought your baby home and you are thinking about ways to further the bond between you while stimulating babies brain to begin teaching about the joys of learning about the world around them. Here are a few brain developing activities for your newborn to six month old.

1. Massage your baby in a soft relaxing way. There are courses and books on this subject that are worth looking into.

2. Do baby stretch sessions. Slowly straighten legs and arms. In the beginning do not completely straighten them as it can be painful for new born. If you are gentle you may both enjoy this.

3. While you are changing or carrying the baby, talk to them. Tell them what you are doing. They will learn about the language and how to speak. By pausing at the end of sentences you will also teach baby about conversation and speech patterns.

4. Many parents speak in a dramatized higher pitched way when they are talking to their baby. This is called parent-teese and has been shown to stimulate the brain and teach language skills faster.

5. Sing to your baby. With the repetition of the same songs your baby will learn about predictability.

6. Show your baby simple picture books. They should be in bright colors and no more than two or three objects on a page so that baby’s brain doesn’t get overwhelmed.

7. Peek-a-boo teaches a baby about object permanence and that even if they can’t see you, you are still there. This leads to trust which is fundamental to your relationship.

8. Imitate facial expressions and baby’s sounds. They will learn that they can have an affect on their environment.

9. Vary your baby’s positions at least every half hour when they are awake. Sit and lay them in different positions and different spots. This will expose them to different areas of their environment and also prevent boredom and crying.

10. To practice hearing take a rattle and shake it off to one side and behind. They will begin to focus on the sound and try to find the object.

11. Give baby lots of different things to touch. Make sure nothing is too rough, but expose baby to different fabrics and textures.

12. Lay baby on the back and hang some colourful toys at a distance of 30 to 40 cm. Baby will learn how to focus on the objects.

13. Let baby sit on your lap or if it is still very little lay across your thighs. Bounce your legs up and down softly. Many babies love this. It teaches about motion.

14. Give baby several safe toys to explore with their mouth, vary these toys throughout the day.

15. Clapping games and active songs are fun for baby as they gets older. Perform the actions with the baby, it will be a good exercise.

16. Point out animals in the environment, state the name and tell baby the sound. Sometimes babies pick up the sounds long before they will actually be able to say the name.

17. Sometimes baby may seem overwhelmed. It is a good idea to have a little quiet time each day. Darken the room, sit in a rocker and softly sing or just sit quietly. This will teach techniques to calm you both.

18. Take babies for walks to give them fresh air and introduce them to new experiences.

19. Read rhyming poetry and nursery rhymes to introduce rhythms and patterns.

20. Tell your babies you love them and soon they will learn what it means and before long they will be able to reciprocate that love back to you.

Eventhough brain development starts early in the pregenancy but its only partially developed at birth. Billions of nerve cells or neurons are developed prior to birth but they are not connected. The development of a person’s brain happens most rapidly during the first three years of life as neural connections are developed between these neurons. Development of these connections, dictate a person’s intelligence. Neural connections are formed by looking, listening and feeling activities. Early experiences can have a dramatic impact on the brain’s wiring process causing the final number of connections in the brain to increase or decrease by as much as 25%. The activity that most effectively develops neural connections is direct interaction between adults and children and children and children through play. Direct interaction helps in developing all four major learning domains,Cognitive, Social, Personal and Imaginal. Everyday can be a day full of learning opportunities for children if parents and caregivers seize opportunities in the routine to teach lessons. Everyday routines such as bathing, dressing, meal preparation, eating, cleaning, sorting laundry and making beds can be a great activity and learning experiences for kids.