Telesaadete representatsioon lasteaialaste hulgas

Date

2008

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Publisher

Tartu Ülikool

Abstract

Description

This bachelor thesis studies the representation of TV shows amongst kindergarden children. The aim of thesis was to study TV programme consumption habits among children and bring out if and how those habits come up in children`s everyday life and discussion topics. In theorethical part author gave an overviw about children development theories, children and TV relations and previos studies that have been done on the same topic. The empirical part of the study is based on in-depth interviews with 8 children aged 4-7 and a kindergarden teacher. As interview is a method that guides children to talk about television topic then author also conducted an observation of children`s everyday life. Observation enables to follow children in their natural environment without breaking it. The in-depth interviews are analyzed using the method of cross-case and case-by-case analysis. The analysis showed that children are spendig a lot of their free time watching television and television has become a very usual part of children`s everyday. All children have their own favourite TV shows that they are watching regularly. If children are talking generally about the shows that they watch then children name more shows that are ment for grown-ups. But if children name their one and only favourite TV show then they point out shows that are ment for children. The reason for this controversy may be in the case that Estonian TV channels offer less children programme than children want to watch and that`s why children are “taking extra” from adults programme. It also turned out that children mainly talk about TV shows that has brought out some strong emotions in them. Those stories can be funny but also frightening. If child has seen something very disturbing then child can talk about it even few months later. It`s very remarkable when takining into consideration that children were only 4-7 years old. The observation showed that children rise television topics without any guiding as well. The discussion is most active when children are in group and they have some strong oppinions to state. Group discussions also showed that children are the ones who set the agenda. If most of the children are interested in television topic, then they guide the discussion so that the topic would be on television track. Those few children who might not want to talk about the TV show feel social pressure and they start to talk on the topic that other children want to hear. When talking about supposed effects of television then it turned out that on one hand children can learn language, get new knowledge and take after positive characters. But on the other hand frigthening shows may haunt children memory for long time, children might learn bad words and take after negative and violent characters. In conclusion, it can be said that television as such isn`t bad either good. The effect of television depends on usage context: how long, with whom and which TV shows children watch. The context brings in the main difference.

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