“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?

Have you ever watched “Fosters Home for Imaginary Friends” on Cartoon Network? It has more than 2000 imaginary characters and the show has taken the kids world by storm in its first year itself. Did it make you think how many imaginary friends live in your house? You may argue it depends on individual “Parenting Style”, or it does not occur for “Preschool Children”, or even that it appears only in “Kids Stories”. I have been digging into this mystery and it’s answers for a while now.

A peek into one of the most intriguing childhood mysteries reveals that imaginary playmates are a staple of early development and persist well into the school years, later than researchers once thought. It is estimated up to 65 per cent of children will have an imaginary friend, generally from the age of three to nine years – and these kids tend to be more creative, or a first-born or only child.

There are lots of different types of imaginary friends, it can be an “invisible friend”, someone only the child can see, but it can also be a “personified object” like a toy figurine, a teddy bear or even an innocent doll, that have real and immense person-like attributes for the child. Sometimes the imaginary friend acts as a child’s alter-ego, taking the blame for the toys that didn’t get picked up or saying “bad words”, causing “behavior problems”. Sometimes the imaginary friend is just a wonderful playmate. Most kids, sooner or later, come to realize their make-believe buddies are not of this world and imaginary friends fade away but some studies have found that kids as old as 12 having imaginary friends.

This phenomenon is really misunderstood. It was always thought that its rare, child must be having problems, kid must be seeing invisible people like ghosts. Those days are gone when psychologists and parents started to worry about children’s well being after knowing about an imaginary friend. Pretend play is vital to children’s development. Imaginary friends are just an extension of pretend play, which is a normal, healthy and important part of a young child’s development. Pretend play gives children a chance to learn about roles, relationships, power, and control. Pretend play also gives children a chance to work through the multitude of feelings they experience daily. Although make-believe was long considered the realm of little girls, now it’s clear that both sexes engage in fantasy play, with some gender differences.

Main reason for having imaginary friends as believed by researchers is, loneliness, where the kid does not have access to friends. Not being able to interact with people and put his thoughts forward, makes the child to start talking to the toys and imaginary friends. The child has no fear or inhibitions talking to someone that’s so close to the reality. Children are testing and answering their curiosities when they interacted with an imaginary friend. They gain communication skills by having one side of the conversation but also inventing their imaginary friend’s side of the conversation. Children learn the complexities of spoken expression sooner with the help of an imaginary friend. They can act as a child’s trusted confidant when there’s no one else to tell their secrets to. Believe it or not even small children have issues that are too private to tell us, watch your child making up stories and try to analyze them. Dig into those stories with extra “Interest”.

As it is normal to have imaginary friends, it is also important for the parents to keep control over those imaginary friends. Use your parenting discipline powers, sometimes these imaginary friends can tell your kid to go for a walk without letting you know or may be, to throw things around. Here are some rules you can make for your child and the imaginary friend:

Don’t let the imaginary friend be your child’s only companion. Kids need to socialize with other children for their own development and learning. If your child does not have any friends and does not show any interest in having friends, talk to the teacher or the doctor and help him/her out.

Don’t let your child shift responsibility for every wrong thing they do to the imaginary friend.

Treat the imaginary friend with respect. This means remembering the name, greeting and wishing good on the occasions. Apologizing when don’t see the imaginary friend standing in your way.

Don’t use imaginary friend to manipulate your child, your child will start hating that confidant imaginary friend as well.

Have fun yourself and let the child have fun as well with the imaginary child.

Here’s the link to games and activities based on “Foster’s Home for Imaginary Friends” on “Cartoon Network”

How is the dinner time like in your home?

Do the family members heat up their own meal in the microwave and have them whenever they feel like it?

Having meals together has become a thing of the past. Families used to gather around and have at least two meals together, breakfast and dinner. Blame it to the busy lives, independence or family conflicts. We are forgetting the benefits of family meal time, its a very effective way to keep the communications door open avoid conflicts and raise healthy and smart children. It’s the perfect time and place to reconnect and to show your kids that they are your priority. In the recent years, if you seek parenting advice or ask for family counseling, they will stress the need for family meal times. Many researchers have pointed out the health benefits, academic benefits and overall child development directly related to family mealtime.

Sitting across the table is where and when you can find out more about your children’s likes, dislikes, and daily life. Having this information can help you direct your children toward positive activities and behavior. Sharing family meals also offers nutrition benefits. Parents always serve as role models, observing you having healthy meals and nutritious meals, kids tend to do the same. Experts believe that if families would gather around the dinner table more often, the benefits to children such as improved academic performance and higher self-esteem would abound. Change the attitude, dinner table should serve as more than the dinner table, strike a conversation, talk about each others lives and each others day, and rediscover each family member.

Research shows that for preschoolers, family mealtime is one of the most important times to connect with parents. Good mealtime habits formed early will benefit children throughout life. Children spending more time at the family meals tend to eat less junk and more healthy food. A study done at Cincinnati Children’s Hospital found that those teens who ate with family members an average of at least five times a week, were less likely to fall victim of eating disorder and other risky addictions as alcohol and drugs. Family conversations at the dinner table also help kids to have strong family connections and avoid the risk of falling victim to depression.

Benefits of family meal time go beyond the behavior trends of your kids and teens, they even affect the academic results of your kids. Studies conducted at Columbia University also found that teens who ate regular frequent family dinners were 40% more likely to get A’s and B’s in school than teenagers whose families ate separately.

Tips to promote family mealtime:

• Do your shopping weekly, so you have enough time to prepare meals.

• Involve kids in the shopping. Gives you an idea what kids want to eat. They will like to eat things when there choice is available.

• Avoid shopping junk food. Shop for healthy snacks and fruits for after school snack.

• Involve kids in the cooking process, it will save time as well as teach kids about healthy cooking.

• Don’t force kids to eat more.

• Turn the TV off and have a family conversation.

• Linger over the conversation and the food over the table, just to spend time together.

• Let eating together become one of the threads that holds the fabric of the family together. Make commitment and time to sit down for family dinner at least two to three times a week.

Check out these helpful articles on benefits of family meal time.

Get involved: Importance of family mealtime
Family mealtime article by West Virginia University
Free “Make mealtime family time kit”Study by Columbia    University: The Importance of Family Dinners IV