EFFECTS OF TELEVISION VIEWING ON LANGUAGE PERFORMANCE OF PRE-SCHOOL CHILDREN IN NAIROBI WEST DISTRICT.

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TV occupies a large portion of children's time. Almost one in five watch more than 35 hours of TV each week (Gentile & Walsh, 2002). Starting in preschool, children spend more time watching TV than participating in any other activity except sleeping (Anderson, Field, Collins, Lorch, & Nathan, 1985; Huston, Wright, Rice, Kerkman, & St. Peters, 1987). Children also have extensive experience with TV before they are exposed to many socializing agents, such as schools, peers, and religious institutions (Huston, Watkins, & Kunkel, 1989). Given the central role of this medium in most children's lives, it is important to understand its potential positive and negative effects on a variety of cognitive, academic, social, behavioral, and attitudinal outcomes.

 

Wright and Hutson (1995) of U.S.A found out that those children who watch cartoons and other more entertaining TV programs were less likely to spend times with books and other print media. Those children who are heavy TV viewers showed the greatest decline in language performance (Reinking, 1990). Another study on the effects of TV watching on language development found that TV on the background interferes with retention of skills and information during homework time (Armstrong, 1991).

Author: 
ANNE N. MUHIA
Unit: 
commtech

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