CHAPTER ONE
INTRODUCTION
1.1 Background to the study
The Mass media, particularly television, plays a significant role in today's society, and its influence extends to various aspects of people’s lives, including children's socialization. Oduwobi and Oduwobi (2019) describe the media as communication, such as magazines and TV that reaches large numbers of people. These means of communication can be thought of as old types of media. Children are exposed to mass media from an early age, through television, the internet, social media, movies, and other forms of media. Among these mass medium, television welds the highest influence and has consequently become a fundamental part of contemporary children's lives, with a significant impact on their daily routines and behaviours (Smith & Biddle, 2008; Vandewater et al., 2007). The increasing availability and accessibility of television programmes have made them a popular form of entertainment and education for children.
In recent years, the amount of time spent watching television has been on the rise, particularly among children in developing countries like Nigeria. With the proliferation of television media and the absence of specific limits on viewing time, children are spending more hours in front of the television. Research has shown that television has a greater influence on children's socialization compared to other electronic media (Gonzalez-Mena, 2015). While children can acquire acceptable social behavior through television, there is a consistent association between television viewing and the display of antisocial behaviours in children, including fighting, aggression, bullying, and inappropriate language (Ondieki, 2016). Rahma (2022) noted that children who are frequently exposed to violent behavior are at a higher risk of developing aggressive behavior themselves. These children often display hostility and violence towards their peers and face difficulties in forming positive social relationships.
Given the growing availability of diverse children-themed television programmes in the digital era, this study aims to explore the impact of television viewing habits on the antisocial behaviours of preschoolers.
In the Western world today, Livingston and Bovill, (1999) report that children spend an average of two and a half hours each day watching TV and 63% have their own TV set. Children viewing of television from early years, implies that they have been bombarded with materials of often questionable values and sometimes dangerous consequences (Lila, 2014; Nair & Thomas, 2012). The amount of television viewing among children, however, varies immensely from one family to another. Research has shown that most children between the ages of six and eighteen can spend approximately 16,000 hours viewing television (Sanders, 2012). Kamaruzaman's (2013) agreed that young children spend a significant percentage of their time watching television. Additionally, Kahn suggested that high television viewing during early childhood may be associated with increased viewing habits in school-age children, possibly due to environmental influences or the interaction between viewing habits and the environment (Kamaruzaman, 2013).
According to social cognitive theory, children learn by observing and imitating models, and television provides numerous models for children to emulate (Bandura, 2002). Bandura's findings supported the concerns raised by those who believed that children exposed to television shows where heroes are praised for engaging in aggressive acts might adopt such behavior themselves in conflict situations. The content of television programmes, including the portrayal of social interactions, values, and norms, can significantly influence children's social development.
According to Altheide (2003), television plays a role in shaping the perception of situations and influencing audience expectations and self-presentations. Children often engage with popular culture through television viewership) and interpret its content by adopting the perspectives of (television messages) figures, such as their favorite television celebrities or book characters. Comstock (1978) suggests that media can serve as a source of vicarious socialization, challenging children's primary and secondary socialization processes. Through media, children are exposed to the lives and experiences of others, which may differ from their own. This interaction, even in parasocial relationships where children form one-sided connections with media characters, can influence their socialization (Hoffner et al., 2008; Giles, 2003).
Educational and informational programmes on television have had useful impact on children’s audiences and other dimensions of socialization. Nevertheless, there has been fear that television may displace and turn children into television addicts rather than intelligent, inquiring and social adults (Lissak, 2018). Lila, (2014) asserts that the individual child is influenced by both biological and social aspects. Biologically, a child inherits traits from their parents and ancestors through genes. Socially, the child becomes a social being through interactions with others and the wider environment. The process of socialization is crucial for a child to become socially developed and to acquire the necessary skills, knowledge, culture, and desirable behavioral traits of their society (Ramalingam, 2006).
Children viewing of television from early years have been bombarded with materials of often questionable values and sometimes dangerous consequences (Lila, 2014 & Nair & Thomas, 2012). One notable concern identified by the American Academy of Pediatrics, (2016) is the potential exposure to inappropriate or harmful content. Children may come across violence, explicit language, and other inappropriate behaviours through television, which can shape their attitudes and behaviours in negative ways (American Academy of Pediatrics, 2016). Exposure to violent or sexualized content, for instance, can lead to aggressive behaviours or the adoption of unhealthy relationship norms.
1.2 Statement of the problem
Television has become an inescapable medium that significantly impacts the lives of children. It offers a wide array of programmes that can shape children's perceptions, attitudes, and behaviours. Extant studies have indicate that television programmes can affect various aspects of children's social development, including positive and negative social development (Carr, 2000; Wilson, 2008). Similarly, Stein, Weinberger-Litman, and Latzer (2014) add that excessive television viewing among children can contribute to sedentary behavior, reduced physical activity, and compromised social interactions with peers.
The influence of television viewership on children's social development has gathered significant attention from both media scholars and parents. According to Atakpa and Owushi (2023), Television programmes have the potential to influence children's social skills, interactions, and overall social development. Hence, understanding the influences and effects of television programmes viewership on children's social development is essential not only for parents, but also for educators, and policymakers (Valkenburg & Piotrowski, 2017). Jayeeon (2015) opines that television technology is but a double edged sword that has the power of doing good and evil to anybody exposed to it especially youngsters. Mc Quail ((2010) on the other hand raised fears about the negative influence that the television have on the young children who may be excessively exposed to it. According to him children due to their developing values and ideas, are particularly vulnerable to external influences from television messages. Based on this premise that this current study seek to examine the influence of television programmes viewership on children social development with a focus on children in Abraka in Ethiope East Local Government of Delta State.
1.3 Objectives of the Study
The objectives of this study are to:
- Examine the influence of television programmes viewership on children social development in Abraka, Delta State
- Find out the level of exposure of Delta State University students to television
- Investigate the types/genres of television programmes that children in Abraka commonly watch
- Find out the perceptions and attitudes of parents, educators, in Abraka towards the influence of television program viewership on children's social development.
1.4 Research Questions
The following research questions assisted in the course of the study:
- What are the influences of television programmes viewership on children social development Abraka, Delta State?
- What is the level of exposure of children in Abraka to television programmes?
- What are the types/genres of television programmes that children in Abraka commonly watch?
- What are the perceptions and attitudes of parents, educators, in Abraka towards the influence of television program viewership on children's social development.
1.5 Significance of the study
This study on the influence of television program viewership on children's social development in Abraka, hold different benefits;
Significantly, the study will contributes to the existing body of literature by examining the specific context of Abraka, providing insights into the influence of television programmes on children's social development in this particular area. This localized approach adds depth and nuance to our understanding of how television viewing habits impact children's social skills, interactions, and overall social development.
Secondly, the findings of this study will be valuable for parents and caregivers in Abraka. Understanding the potential effects of television program viewership on children's social development will enable parents to make informed decisions regarding their children's media consumption. They can utilize this knowledge to select appropriate programmes that promote positive social skills and interactions, while also limiting exposure to content that may have detrimental effects.
Additionally, educators will benefit from this study as it provides insights into the potential impact of television viewing on children's social development in educational settings. By understanding how television programmes influence children's social skills, educators can incorporate strategies and interventions to enhance positive social interactions and mitigate any negative effects.
1.6 Scope of Study
Conceptually, the scope of the study is to examine the influence of television programmes viewership on children social development with a focus on children in Abraka. Thus it focuses on the influence, the level of exposure and the types/genres of television programmes that children in Abraka commonly watch as well as parent’s attitudes towards tv influence on their wards.
Geographically, the study is limited to Abraka in Ethiope East Local Government of Delta State. The town is largely populated by student due to the present of the Delta State University in the heart of the community. Population of Abraka is estimated to be 50,000 persons according to Chukwujindu, Iwegbue, Nwajei and Osayanmo (2012) survey.
1.7 Definition of Terms
For a proper understanding of this scholarly work, the key terms used are defined based on their conceptual relevance to this study.
Children: Refers to individuals who are in their developmental stage of childhood, typically ranging from infancy to adolescence. In the context of this study, it specifically focuses on children residing in Abraka, within the Ethiope East Local Government area of Delta State.
Influence: In the context of this study, influence refers to the effect or impact that television programmes viewership has on children's social development. It encompasses the ways in which television content shapes children's perceptions, attitudes, behaviours, and social interactions.
Influence: This is the power to make other people agree with your opinion or do what you want. It also means to have an impact on people or situations to affect what they do or what happens
Social Development: Refers to the process through which individuals acquire social skills, engage in social interactions, and develop a sense of identity within their social environment. It includes aspects such as forming relationships, communication abilities, emotional regulation, empathy, and understanding social norms.
Social: refers to the interactions, relationships, and behaviours that occur within a society or among individuals in a community.
Television programmes : this refer to audiovisual content that is produced and broadcasted or streamed on television platforms.
Television Programmes Viewership: Refers to the act of watching or consuming television programmes, which includes a wide range of audiovisual content that is broadcasted or streamed on television platforms.
Viewership: refers to the act of watching or viewing a particular television program, film, or other forms of media content. It represents the number of individuals or households who watch a specific program or content during a given time period.
