The modern era makes it possible to use all the benefits of civilizations. They significantly make everyday life easier, improve the quality of life and increase the possibilities of obtaining information. One of the important information sources of our time is television. It should be noted that through programs, clips, commercials, feature and animated films, information is transmitted not in a pure, abstract form, but in an already processed form, which is designed to shape the perception of a particular phenomenon and create a certain point of view. If an adult, to one degree or another, can filter and analyze the information provided to him, then the child is completely receptive to the information flow. And therein lies the great danger!
It would seem, what danger can bright animated pictures flashing on the screen pose?
However, any work, be it music, a story or a cartoon, carries a certain semantic load, and the formation of personality directly depends on the content of these works.
In modern conditions, children have the opportunity to watch a variety of cartoons at any time. While the child is captivated by the cartoon, parents get free time in which they can do their own thing. However, when leaving your baby in front of the screen, you definitely need to pay attention to what exactly will be broadcast at that moment, and what idea the child can take away after watching this or that cartoon.
Modern animation.
Modern animation for the most part has ceased to be art. If in the era of the USSR a cartoon necessarily performed an educational or cognitive function, now a cartoon is more like a bright spectacle, at best without any semantic content, at worst it instills the wrong values or has an “adult” subtext.
The main aspects that have a negative impact on children:
Nurturing aggression.
When watching cartoons, the child’s focus is on the main characters, and therefore their behavior pattern is perceived. For example, in the cartoon “Tom and Jerry” there is a constant rivalry between a cat and a mouse, and they compete not in positive things, but in who can outwit whom faster, hit whom harder, secretly trip up, etc. The conclusions about what a child will learn from watching this cartoon suggest themselves: it’s fun to offend those who are weaker; to add to the fun, it’s not a sin to deceive, trip up a friend, or give a kick.
Sexual overtones.
Modern animation is replete with images of the adult world. The princess's image is becoming more and more sexy, her attractive feminine features are emphasized: thin waist, large breasts, wide hips. The familiar behavior of the characters, open flirtations, excessive coquetry, and rapturous kisses are also surprising. All this is clearly too much for a child’s perception, because the child is not yet able to fully understand what sexual relations are. Therefore, emphasizing these aspects in animated films is unnecessary.
"Multomania"
A large number of cartoons in the public domain often leads to the formation of cartoon addiction. In addition, modern animators also add fuel to the fire by creating animated series. Gradually, the child becomes addicted to watching cartoons, and it becomes very difficult to tear him away from the screen. Doing real things is more difficult: reading books, playing with friends - all this requires some effort. During games, children often have to quarrel, sort things out, get offended, and make peace. And watching a cartoon relieves you of such life nuances. Brightly drawn friends will perfectly brighten up your leisure time, and there is no need to share toys or establish relationships with them. Children gradually get used to cartoons so much that replacing cartoons with the real thing turns out to be difficult, hysterics begin, attempts to win their right to unlimited viewing of cartoons.
How to deal with the negative influence of cartoons?
First rule.
Choose cartoons for your child carefully. Children should be shown only those cartoons that give the right guidelines: kindness, mutual assistance, hard work, compassion. Pay attention to old Soviet cartoons: “Leopold the Cat”; "Prostokvashino"; "Cheburashka and the crocodile Gena"; "Winnie the Pooh"; cartoons from the “Merry Carousel” series; “On the Road with the Clouds”, “Gift for an Elephant”, “Mowgli”, “38 Parrots”.
Second rule.
Dosed viewing of cartoons. Allow your child to watch 1-2 cartoons no more than 1-2 times a day. Pay attention to how much time you spend watching the TV screen. If the TV is on for days, then no matter how much you forbid watching cartoons, the child will still subconsciously perceive your behavior model. He will believe that this is the correct way of life. Therefore, adult family members should also limit their TV viewing.
Third rule.
By reducing your time watching TV, you get a lot of free time. Accordingly, the question arises about organizing leisure time. Free time can be spent walking together; reading interesting books; visits, concerts, exhibitions, zoos; handicrafts; drawing; It is also useful to arrange active games in the fresh air.
Why are cartoons dangerous for children?
Psychologists claim that modern animation is harmful to children. We found out what exactly.
When a child appears in a family, parents willy-nilly begin to watch cartoons. It would seem that it would be easier to buy a disc of proven Soviet cartoons and calm down. But who said that your baby will, like you, be touched with delight, looking at the adventures of Cheburashka or Uncle Fyodor from Prostokvashino? In his society live completely different characters - supermen, penguins, cars, Smeshariki and similar creatures. And if you want to understand your child, you will have to get to know them too. Otherwise, he will have nothing to talk about in the sandbox and kindergarten.
However, I have noticed more than once that my 5-year-old Rostik, after watching some cartoons, began to bite or have difficulty sleeping. Banning watching cartoons is unrealistic. At this age, the remote control is a child’s favorite toy, and it is not possible to take it away. In addition, psychologists believe that if the human soul is drawn to watching this film, it means that the soul needs something from this film. “The parent’s task is to figure out exactly what emotions are driving the child and how to properly place them and throw them out. And it is advisable to discuss each viewing of a cartoon with your child, especially if he is only 2 to 5 years old, what is good and what is bad, so that he does not adopt some negative image or element of behavior. In this case, none will be dangerous or harmful.
What exactly should you pay attention to when watching your child’s favorite cartoon? To understand this, we found out the reaction and impressions of a 5-year-old child, Rostik. After this, Olga Stashuk, a child psychologist at the Ukrainian Institute of Consultative Psychology and Psychotherapy, was asked to describe each of his favorite animated series.
Source
The dangers of cartoons: “Luntik” raises a child to be a victim
Still from the cartoon "Luntik"
There was a period when Rostik watched Luntika regularly in the morning after breakfast. It was enough for exactly one episode, then he asked to switch to something more dynamic. At first I couldn’t understand: “Luntik, who is this, little elephant?” And when he found out that Luntik lives on the moon, he asked: “What, is the moon purple?”
Many people criticize “Luntik” because the main character is “not a bunny, not a frog, but an unknown animal.” After all, a cartoon for children over 3 years old should be as close as possible to real images. Although identifying himself with a fantasy character, the child is looking for his own uniqueness. However, the “drivers”—Luntik’s attitudes—are definitely unhealthy. For example, the attitude: “I must be good to everyone. Love must be earned." It fosters sacrifice and the desire to “not be yourself,” to please and to meet the requirements of society as much as possible. As a result, Luntik is so good that he starts to make you sick.
ADVICE FOR PARENTS. If your child is quiet and correct, like Luntik, then it is worth commenting on some fragments, expressing natural emotions, for example: “But I would be angry here!” Source
The dangers of cartoons: “Masha and the Bear” raises a sadist in a child
The psychotherapist commented on the child’s reaction to his favorite cartoons.
Still from the cartoon "Masha and the Bear"
What exactly should you pay attention to when watching your child’s favorite cartoon? To understand this, we found out the reaction and impressions of their viewing by a 5-year-old child, Rostik. After this, Olga Stashuk, a child psychologist at the Ukrainian Institute of Consultative Psychology and Psychotherapy, was asked to describe each of his favorite animated series.
“Masha and the Bear” is one of Rostik’s favorite cartoons. The disc on which the episodes were recorded has been watched to its core and rewritten more than once. While watching, Rostik jumps around the room, plays noisily with toy cars, jumps on the sofa and has a lot of fun. Once he begged for a plastic part from a syringe (without a needle) and ran after everyone shouting “Come on, let’s get treated!”
Olga Stashuk, consulting psychologist:
A classic example of sadomasochism, where there is a victim (Bear) and a little sadist (Masha). Identifying with Masha, the child experiences triumph from the fact that he internally “takes over” and “makes” adults. Thus, he splashes out all the accumulated emotions. Masha is a kind of “translator” of children’s sabotage, and a completely spontaneous one. With all her behavior she demands: “What else could I do to get them to stop me?” Positive, natural, but generally destructive child.
Each of us dreams of being in the role of Masha - and this is the success of the animated series. The role of the Bear - the perfect victim - is often played by grandparents who allow everything and forgive everything to their grandson. As a rule, after staying with grandmothers, parents clutch their heads for several days, like Bear, and don’t know what to do with their child. Any spontaneity borders on rules that the child needs to accept. Acceptance of rules is our price for life in society.
ADVICE FOR PARENTS. After watching “Masha,” a child, especially under the age of 6, may become more active and more spontaneous. This needs to be skillfully dosed and directed in a creative direction. Ask questions: “Don’t you feel sorry for Mishka? Do you think it hurts Mishka here? This is where I get angry with Masha, and you?”
The dangers of cartoons: "SpongeBob" is dumbing down children
The psychotherapist commented on the child’s reaction to his favorite cartoons.
Still from the cartoon "SpongeBob"
What exactly should you pay attention to when watching your child’s favorite cartoon? To understand this, we found out the reaction and impressions of their viewing by a 5-year-old child, Rostik. After this, Olga Stashuk, a child psychologist at the Ukrainian Institute of Consultative Psychology and Psychotherapy, was asked to describe each of his favorite animated series.
The usually active and lively Rostik watched “Sponge”, almost without moving. And at some point he asked: “What, can I eat a flashlight?” It turned out that in the episode the hero swallowed a flashlight and lit it from the inside. I had to urgently turn off the TV and tell him that Bob was joking and he couldn’t do that.
Olga Stashuk, consulting psychologist:
There is no point in the series, the jokes are extremely primitive: they tapped each other on the head, threw ice cream at the glass. Sponge and his friend couldn’t get on the bus ten times because Sponge fell asleep in line, stuck candy in his ear, or ate a flashlight. All that the child can think of after watching it is to stick something in his ear. Which, you see, is quite dangerous. The most base humor, comparable to laughter from being hit on the head with a sledgehammer. I think the world of autism is richer and more logical than the world of SpongeBob. If the parent's task is to dull the child, then SpongeBob is the best assistant. By the way, in the state of Virginia they conducted an experiment: a group of preschoolers were shown several episodes of the same cartoon, and then they were tested for concentration, aggressiveness, and hyperactivity. After SpongeBob, children showed the worst results.
ADVICE FOR PARENTS. Do not show it to children under 10 years old in the hope that later he will not be interested in it at all.
The dangers of cartoons: “Smeshariki” shows girls negatively
The psychotherapist commented on the child’s reaction to his favorite cartoons.
Still from the cartoon “Smeshariki”
What exactly should you pay attention to when watching your child’s favorite cartoon? To understand this, we found out the reaction and impressions of their viewing by a 5-year-old child, Rostik. After this, Olga Stashuk, a child psychologist at the Ukrainian Institute of Consultative Psychology and Psychotherapy, was asked to describe each of his favorite animated series.
Rostik was given a disk with the TV series “Smeshariki” for his birthday. However, the kid couldn’t even watch one episode to the end. He asked me to turn it off and not install it again. To the question “Why?” said: “I’m bored, let’s not watch it.”
Olga Stashuk, consulting psychologist:
“Smeshariki” has received many awards and is considered “certified” for showing to children. The model of the world here is, indeed, positive, and in some ways echoes “Winnie the Pooh.” However, a problem may arise with identifying the characters; you need to use your imagination and guess what kind of animal, say, Pin and Kopatych are. They seem to be good heroes, there is nothing negative. The topics taken are interesting, but there is no particular resolution. For example, in “Bad Omens,” one of the characters read a book about omens and intensified them in every possible way. “You’re going to crash because you have number 13 on your scooter.” Increased anxiety occurs. As a result, piggy Nyusha comes and says that this is all nonsense. And it doesn’t explain why or what to do. As a result, for the child, bad omens remained bad. And it’s unclear what he should do. “Smeshariki” is good for school age, when the child already knows what irony is.
And one more moment. The only female character in the cartoon Nyusha (piggy) is portrayed quite negatively. This is a dominant type of woman. If the male characters are calm, thoughtful, and intellectual, then Nyusha is a little bitch who leads everyone. If there was another antipode image, this would somehow be smoothed out. That is, a healthy female model is not shown here. In a word, the idea is good, but it is not fully thought out for the children's perception of children.
ADVICE FOR PARENTS. If the child is of preschool age, then it is better to watch “Smeshariki” with an adult and be sure to discuss it later. Ask, for example, what the episode was about, what you liked, whose behavior surprised you, etc.
The dangers of cartoons: Spiderman increases anxiety
The psychotherapist commented on the child’s reaction to his favorite cartoons.
Cartoon "Spiderman"
What exactly should you pay attention to when watching your child’s favorite cartoon? To understand this, we found out the reaction and impressions of their viewing by a 5-year-old child, Rostik. After this, Olga Stashuk, a child psychologist at the Ukrainian Institute of Consultative Psychology and Psychotherapy, was asked to describe each of his favorite animated series.
After watching the Spider-Man episode, Rostik could not sleep for a long time, rushing around the room, pretending to be Spiderman. At night he fought and quarreled with someone, they even had to wake him up because he almost fell out of the crib. He said that he dreamed of spiders. He made me look around the whole house looking for live spiders. I found one in the corridor and did not calm down until we removed the spider with a vacuum cleaner.
Olga Stashuk, consulting psychologist:
Spider-Man can be extremely attractive to both boys and girls from 4 years old. The theme is old, but very popular - the game of a superhero, a hero who saves everyone and has remarkable abilities. A child needs to have a similar ideal model: for boys - a symbol of masculinity, for girls - the image of a protector. For older children, there is the topic of civic responsibility: you cannot pass by someone who is in trouble. And therein lies the big imbalance. When one person takes personal responsibility for everything that happens in the world and tries to reshape the whole world himself, this is a fixed idea. A superhero appears if the world is total evil and injustice, and after watching it, excessive anxiety may arise.
Although in the case of Rostik, who is very calm by nature, “Spider-Man” can even be beneficial, letting the child understand that somewhere inside him sits a personality who can fight back, defeat everyone, and restore order and justice. It seems that in a dream he experiences something that he does not allow himself to do in everyday life (stand up for himself, throw out grievances).
ADVICE FOR PARENTS. Asking what a child would do in Spider-Man's place. Explain that the world needs to be studied, and not immediately changed. And that the child is not alone, like a cartoon character, but there are many people around who can help.
The dangers of cartoons: "Penguins of Madagascar" cultivates "outhouse" humor
The psychotherapist commented on the child’s reaction to his favorite cartoons.
Still from the cartoon "Penguins from Madagascar"
What exactly should you pay attention to when watching your child’s favorite cartoon? To understand this, we found out the reaction and impressions of their viewing by a 5-year-old child, Rostik. After this, Olga Stashuk, a child psychologist at the Ukrainian Institute of Consultative Psychology and Psychotherapy, was asked to describe each of his favorite animated series.
Rostik's cartoon "Penguins from Madagascar" has been the leader in views for the last two weeks. He asks to turn it on before going to kindergarten and after dinner at home. As soon as it starts, Rostik starts shouting to the whole room: “Skipper! Kowalski! A new joke has also appeared: approach mom or dad, bite their hand or cheek, and then laugh sarcastically for a long time.
Olga Stashuk, consulting psychologist:
Not a cartoon, but a godsend for a psychologist. It feels like the characters are clearly defined by personality type and each penguin has its own diagnosis. The skipper is a paranoid martinet. The private is an optimist and looks at life with humor. Kowalski is an intellectual, an analyst. If you look at Freud, then penguins are clearly stuck at the stage that children go through from 1.5 to 3 years old, when they are taught to be neat, go to the toilet, and wash their hands. Children's interest in sewage, the toilet, super-stinkers, and so on is clearly expressed here. And this really attracts children, these are the topics of their discussions in kindergarten. This is a good outlet for shame. Also positive and attractive is the coherence of the “penguin team”, their completion of any task.
On the negative side, there is no spectrum of meaning in Penguins. What does this cartoon teach a child? In "Madagascar" there is a good message - to be yourself, to accept others as they are, but in "Penguins" this semantic spectrum is not present. The tasks they come up with for themselves are completely ridiculous: movement for the sake of movement, action for the sake of action: let's do something fun and friendly, without understanding why. Not constructive.
ADVICE FOR PARENTS. Ask your child which character he likes best. Ask him to describe it - this will be the image of his inner self. The image that one dreams of seeing oneself as. And this is the best diagnosis of his mental state.
Source SourceModern animation has a number of the following features: brightness and imagery; brevity and dynamism of changing images; the presence of real and fantastic, good and evil forces; animism (animation of inanimate objects, endowing animals and plants with human abilities).
The influence of animated films on preschoolers can be explained by the action of psychological mechanisms: infection, suggestion and imitation.
Contagion is the process of transferring an emotional state from one individual to another. In relation to preschoolers, cartoon characters can act as carriers of a certain emotional state or behavior. An animated film helps immerse a child in a special emotional state and provides the opportunity to emotionally contact the characters, which a child, due to his age, urgently needs.
Suggestion is an influence on a person by verbal or non-verbal means that causes certain states, creates certain sensations, and forms ideas. The cartoon demonstrates not only the emotional states that its characters experience, but also forms stereotypes of behavior and resolution of situations. Its imagery and brightness enhances suggestion, since it meets the needs of a preschooler.
The next mechanism is imitation. Imitation is following an example or model. In a preschooler, imitation is extremely developed, since in this period the most important mechanisms of behavior develop through imitation. In this regard, preschoolers imitate the behavior of cartoon characters and use the methods of resolving situations demonstrated in cartoons. Moreover, the behavior of cartoon characters is perceived as correct and natural.
Mukhina V.S. notes: “Some children (especially boys) in preschool age are internally oriented toward a negative standard of behavior. In their actual actions, they behave in accordance with social expectations, but at the same time they are often emotionally identified with people (or characters) for whom negative forms of behavior."
"Cheburashka and the Crocodile Gena" (1969-1983), "Little Raccoon" (1974), "Lost and Found" (1982), "The Smurfs" (1981-1990, Belgium, USA), "The Adventure of Luntik and His Friends" (2006 , Russia), "Valiant. Feathered Special Forces" (2005, USA) - the ability to be friends, altruism, respect and love for neighbors, mutual assistance, mutual assistance.
“Three from Prostokvashino” (1980), “The Adventure of Kuzi the Brownie” (1982) - friendliness, independence, thriftiness.
"Cinderella" (1979) - hard work, tolerance, finding a loved one, a friend.
“Mother for a Baby Mammoth” (1981), “Finding Nemo” (2003 USA, Australia) - love for parents and children, the value of family.
However, the plots of modern cartoons often contain completely unchildish components: fights, death, murder, criminal showdowns. For example: “Transformers”, “Spider-Man”, “Superman”, “Teenage Mutant Ninja Turtles”. The main characters of such cartoons are aggressive, they seek to harm others, often maiming or killing other characters, and the details of the cruel, aggressive attitude are repeated many times and revealed in detail. The consequence of watching such a cartoon can be a manifestation of cruelty, ruthlessness, and aggression by a child in real life. Deviant behavior of cartoon characters is not punished by anyone. As a result, the preschooler’s idea of the acceptability of such forms of behavior is reinforced, and the standards of good and bad deeds, acceptable and unacceptable behavior are undermined.
Forms of behavior that are dangerous to the child’s life are demonstrated, which in reality are inappropriate and dangerous to repeat. Watching such role models can result in a child’s decreased sensitivity to danger, which means potential injuries. In such cartoons, scenes of disrespectful attitude towards people, animals, and plants are common. Unpunished mockery is shown, for example, at old age, infirmity, helplessness, weakness. The effect of systematically viewing such cartoons manifests itself in the form of cynical statements, indecent gestures, indecent behavior, and the rudeness of a child. Unlikable and sometimes even ugly heroes are also sometimes used. According to V.S. Mukhina, for a child the appearance of a cartoon doll has a special meaning. Positive characters should be cute or even beautiful, while negative ones should be the opposite. In the case when all the characters are terrible, ugly, scary, regardless of their role, the child does not have clear guidelines for assessing their actions.
« The influence of animated films on the behavior of children of primary school age"
Chicken A.P.
The injection of morality is done only in childhood...
M. Bulgakov
Modern children are different from children of previous generations. On the one hand, they are more mobile and liberated, on the other hand, they are unrestrained and selfish. What has changed the modern child? The formation of a person’s personality begins in early childhood; the main means of influencing the development of children at an early age is the cartoon. Cartoon is talent and creativity, painstaking work of people. Compared to fairy tales, cartoons are relatively new. There is still not enough specific psychological research in the field of the influence of cartoons on the formation of children’s ideals, but psychologists do not leave this topic without attention. V.V. Abramenkova writes that cartoons play a significant role in the development of a child; they participate in preparing him for later life. According to V.S. Mukhina, for a child the appearance of a cartoon doll has a special meaning. Positive characters should be cute or even beautiful, while negative ones should be the opposite. In the case when all the characters are terrible, ugly, scary, regardless of their role, the child does not have clear guidelines for assessing their actions. Research by A. Bandura, conducted by him and his colleagues back in the 60s of the twentieth century, proved that scenes of cartoon violence seen by children increase their aggressiveness and form not the best character traits.
Having considered various points of view on this issue, we devoted our research to the issue of the influence of cartoons on children’s behavior.
In recent years, a large number of different cartoons, both domestic and foreign, mainly American, have appeared on television. New technologies for creating cartoons (computer graphics, various special effects, etc.) raise many questions. If the old puppet and hand-drawn cartoons were natural, both in the method of production and in perception, and did not harm the unstable psyche of the child, modern cartoons often do not bring goodness, peace-building and decency.
The question arises: do cartoons have an impact on the emotional state and behavior of a child? What cartoons should children watch?
These questions are of interest not only to psychologists and teachers, but also to parents.
All of the above allowed us to determine the purpose and objectives of the study, as well as the subject and object of the study.
Goal: To create a collection of cartoons that contribute to the education of emotional and moral responsiveness of primary schoolchildren.
1.Study the scientific and theoretical foundations of the influence of cartoons on the behavior of younger schoolchildren.
2. Identify the behavioral characteristics of a child of primary school age.
3. Conduct experimental and pedagogical research work.
4. Analyze both domestic and foreign cartoons;
5. Create a website with cartoons aimed at emotional and moral responsiveness.
Object: animated films.
Subject: features of the influence of cartoons on the emotional and moral responsiveness of younger schoolchildren.
In our study, we conducted a survey among second-graders and their parents and tried to track the relationship between the behavior of children of primary school age and the behavior of the characters in their favorite animated films. We chose this age group because it is at primary school age that the child’s moral models of behavior continue to be formed and moral feelings are formed. 16 children aged 7-8 years and their parents took part in the study.
Analysis of the questionnaire for parents allowed us to identify the following:
94% - percent of children watch cartoons every day.
The answers from the questionnaires of parents and children agree.
When answering the question about which cartoon producers children like best, 70% answered that they were foreign and 30% were domestic.
Watching domestic cartoons has a positive effect on children’s behavior, they become more active, they show good-heartedness, honesty and love for family and friends. Parents noted a difference in their children’s behavior when watching foreign cartoons; children do not develop childish aggression, but sometimes fears.
The results obtained give rise to thoughts regarding the influence of foreign cartoons on the development and formation of the psyche of the younger generation.
Children repeat what they see in cartoons, this is a consequence of identification. Identifying themselves with a creature whose deviant behavior is not punished or even condemned on the screen, children imitate him and adopt his aggressive behavior patterns. When parents answered the question “How does watching a cartoon affect your child?”, it was revealed that all parents notice the activity of their children after watching cartoons and 70% of parents note that children, after watching a cartoon, begin to imitate the main character.
On the one hand, favorite cartoon characters form a child’s primary ideas about good and evil, standards of good and bad behavior. By comparing oneself with one's favorite heroes, a junior student has the opportunity to learn to perceive himself positively, cope with his fears and difficulties, and treat others with respect. The events taking place in the cartoon make it possible to educate children: increase their awareness, develop thinking and imagination, and shape their worldview.
On the other hand, most of the products of the American factory are not harmless; there is a big difference between domestic old cartoons and foreign ones (from American to Japanese). Behind this difference lie deep differences in the worldview. Soviet cartoons reflect the correct picture of the world for a child. At its core, it is Orthodox, because evil in this picture of the world is not eternal, but good is eternal. And in this good picture of the world there is a negative character who, as a rule, is easily re-educated. In foreign cartoons, the world, the background against which the events of the cartoon take place, lies hopelessly in evil. And evil, as a rule, is destroyed physically.
For example, the seemingly harmless and well-known “Tom and Jerry”. Tom the cat is chasing Jerry the mouse, choosing the most sophisticated methods of destroying the poor mouse, and meanwhile the mouse is also trying to take revenge on the no less poor cat. And for sure, the child will do the same thing that these two funny and cute heroes do. Since my parents let me watch this funny cartoon, it means there is nothing wrong here. This means you can beat and joke with those who are weaker.
It is necessary to regulate the frequency of schoolchildren viewing various Western and domestic cartoons. From the research we conducted, it was revealed that 94% of children watch cartoons every day. A good cartoon should be a reward, a holiday. It is useful to use cartoons as a tool for reward and punishment. In fact, a child always prefers communication to television, and if an adult communicates with him, then the child does not need a movie or a cartoon, and sometimes does not need it at all.
At primary school age, the moral qualities of a child are formed, therefore, in our opinion, one should choose cartoons that a child should watch; the best for this are domestic cartoons, in which a deep spiritual meaning is hidden under a short entertaining story. Moreover, many cartoons do not just show “positive” dolls and animals, but also provide a program for cultivating the qualities of a real person, instilling in the child mental Russian values: kindness, love, mutual assistance...
Play and cognitive development in early childhood
The influence of parents on children's success in school at primary school age
Parental parenting style and its influence on the child’s personality traits
Motives for learning of a primary school student and their role in the success of schooling
Bibliography
1. The influence of animated and feature films on the behavior of children of primary school age
Modern education has historically developed as a system for transmitting objective knowledge about the facts and patterns of the external world. A child in such an educational system acts mainly as a subject of cognition who understands the world through logical mastery through understanding, transforming the facts of cognition into semantic categories, concepts devoid of expressive colors and emotional load. At the same time, the formation of a child is greatly influenced by the media, animated and feature films, fairy tales, children's literature, and computer games. Children, forgetting about everything, are ready to sit in front of the TV or computer all day long. The media not only entertain, but also shape various behavior patterns, cultivate certain value systems, and orient people toward certain life goals.
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Cartoon characters are different. All of them can be classified into the following categories:
Humanized animals (magic bee, mouse, etc.) that have distorted feelings, but do not reflect human feelings.
The female characters (Candy, Charlotte, Isabella, Princess Zafirro, etc.) are lively and light in character. But they are next to a sick hero who needs to be treated and loved. They are forced to sacrifice themselves. The cartoon constantly emphasizes failures: spontaneity is punished, love comes to an end, parents die, a dear friend betrays... You can achieve happiness if you sacrifice yourself. Absolute altruism is the rule that must be respected according to these films.
. "Fake" people. Characters such as Gibernello, Princess Aurora, Lulu, Sally, Ben, etc. are only partially human: someone has one mechanical part in their body, someone is a relative of aliens, someone has the skin of a monster under their ordinary skin, etc. .d. All of them are endowed with strange abilities. In the part where they are human, they are vulnerable. Where they represent something else, they are invincible. It is these properties that allow them to save themselves and their friends in dangerous situations. The child admires such a character, he envies him, he regrets that he is just a man and cannot do something great.
Mechanical monsters, robots, superheroes that are simply impossible to defeat. Their task is to save them from the invasion from the Galaxy. A man bows to the Great Robot, who defeats the enemy. Victory does not come to him through intelligence, cunning, kindness, or anything that is a human gift. He wins only because he is at a different level of technicality. The child is obliged to deny his own inner strength, he must adapt to the general standard, respecting someone alien, extraterrestrial, as an absolute leader. The child experiences a process when he seems to betray his inner, natural “I”.
A healthy child is captivated by animation through natural curiosity. The robotic child makes contact with something that is identical to what is inside him, but when the cartoon ends, the child feels empty. The symbols on the screen seemed to absorb his emotions, and as for the child’s energy, it was wasted, into an empty symbol. The uselessness of such a film can be confirmed by how later in the game the child begins to imitate his favorite character. Such a game is stereotypical in nature; it lacks the creative novelty characteristic of healthy play. An adult can intervene in this process, helping the child identify the discrepancy between the video and audio sequences and the emotional manifestations of the characters, showing the one-sidedness of the plots and characters. L. Lorinzelli talks about how she managed to crush the myth of the famous, sensational cartoon heroine - the beautiful, noble, sweet, but such an unfortunate girl Candy. She showed the children present at the screening that what they saw was not beauty, but stupidity, that the heroine’s behavior was false and became the only source of her troubles and misfortunes. The children understood this perfectly.
It is no coincidence that cartoons are loved by children of all ages. Bright, spectacular, imaginative, on the one hand, and simple, unobtrusive, accessible on the other, cartoons are close in their developmental and educational capabilities to a fairy tale, a game, and live human communication. Cartoon characters show children a variety of ways to interact with the world around them. They form the child’s primary ideas about good and evil, standards of good and bad behavior. By comparing himself with his favorite heroes, the child has the opportunity to learn to perceive himself positively, cope with his fears and difficulties, and treat others with respect.
But there are different cartoons - there are good ones, without blood and violence, in which songs about friendship are sung. And there are also those whose plot is completely built on fights, battles, shootouts, and murders.
The main characters of American cartoons are aggressive, they strive to harm others, often maiming or killing other characters, and the details of a cruel, aggressive attitude are repeated many times, revealed in detail, and “savored.” The consequence of watching such a cartoon can be a manifestation of cruelty, ruthlessness, and aggression by a child in real life.
Deviant, that is, deviant behavior of cartoon characters is not punished by anyone. Nobody spanks a character who breaks generally accepted rules, puts him in a corner, or tells him that he shouldn’t do that. As a result, the little TV viewer’s idea of the acceptability of such forms of behavior is reinforced, taboos are removed, and the standards of good and bad deeds, acceptable and unacceptable behavior are shaken.
We can highlight a number of other features that are inherent in almost all American animated films. The child perceives almost all information in the form of images. And the most important thing is the image of a woman, a girl, a girl. Looking at cartoon heroines, girls absorb stereotypes of future behavior, and boys form a matrix to which they will unconsciously strive when choosing a life partner, the mother of their future children. And it's not so much about appearance, but about spirituality.