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Mother & Baby magazine's
Challenge Mum, March 2006
This month's mission:
Coping without toddler TV
The challenge
Can our mum entertain her toddler, without switching
on the TV, for two whole weeks? Emma, 24, and Chris
Eveleigh, 31, live in Suffolk with their 19-month-old
daughter, Kyla. Emma works part-time as a secretary
and Chris is in the army. Kyla watches three to four
hours of TV a day and at weekends it's often more. So,
can our expert help Emma change Kyla's viewing habits
in just two weeks?
The expert's view
Liz Attenborough is manager of the Talk
To Your Baby campaign at the National Literacy
Trust: "TV is not a bad thing, but watching it too much
is not good for a young child's development. Try to
watch TV together sometimes, so that you can talk about
it and share the experience together."
The action plan
1. Save your own TV-watching
until after she's gone to bed. Try re-arranging the
room layout, so that the TV is not the focal point,
with toys, music and books taking centre stage instead.
2. You don't need to plan
a programme of outdoor activities just to keep you away
from the TV. A pre-school child's best toy is you. Equally,
she needs to learn to play by herself, so that you can
get on with your chores, so set her up with her own
space full of her favourite toys to help her do that.
3. Listening to music
and story tapes will enhance her listening skills. See
if your local library has a story or rhyme-time session
that you can join.
4. Use mealtimes to talk
together as a family. Young children need lots of one-to-one
interaction. Sitting down together is a great time to
do this.
5. Invite friends and
family with children of a similar age around. This will
provide added stimuli for your tot, and give you the
chance to pool play activities.
6. When you reintroduce
TV, make a point of only switching it on for a particular
programme or video that is appropriate for her age.
Try to limit TV to no more than half an hour a day for
the under-twos and an hour a day for three to five-year-olds.
Emma's diary
The Fimbles was the
first programme Kyla watched; she really enjoyed it
and it's just gone on from there. If I switch on the
TV for her to watch, she sits quietly and I can get
jobs done. Now Kyla's old enough to ask for the TV,
I feel more pressure to have it on for longer. Television
is the first thing Kyla asks for in the morning - she
always watches it while she eats breakfast, while I
rush around doing chores. The rest of the time we eat
together in the kitchen with no TV, but turning it off
often causes problems.
Kyla will watch more during the day if we're in, especially
while I prepare her meals, and she always watches bedtime
hour instead of reading a story. Weekends are worse
still. Chris is a TV addict and if we're not going out,
it gets left on all day. Kyla does play by herself,
but when she makes a fuss about the TV, I give in because
it's just easier. I'm determined to give the challenge
a go, although I'm not expecting to give up TV altogether.
Day one As usual, Kyla
woke up and asked for 'beebies'. I felt she was too
young to explain why we were giving up TV for two weeks,
so I told her it wasn't working. She tried to turn it
on, had no luck, and threw herself on the floor. To
make matters worse, she's unwell so she's super grumpy.
To distract her I got out her play dough while I washed
up - she made a big mess, but she actually played happily
by herself and we chatted.
Then, as Liz suggested, I invited a friend round to
play, which took her mind off things. We spent the afternoon
at my mum's whose TV is also 'broken'! And I made sure
mum had hidden all the videos.
Today was a struggle. Normally when Kyla's feeling
under the weather, the TV would be on for most of the
day. Chris and I are banned from TV, too, but Chris
was out tonight and I felt so shattered that I cheated.
I did feel bad though - if Kyla can go without it, so
can we.
Day two I had to work
today and I was worried how I'd cope in the morning
- the TV is my saviour while I'm rushing around getting
us ready. I left Kyla to eat her own breakfast rather
than feeding her, which took longer and gave her less
time to think about 'beebies'.
This evening was harder. I was so tired I felt tempted
to turn on the TV but instead I got out some colouring
books to help Kyla wind-down before bed. She seems to
be responding positively. And we're now introducing
a book before bed as part of her new routine, even if
it doesn't always hold her attention.
Day three We had a really
bad day today. Kyla found one of her videos this morning
and wanted me to put it on. She was very insistent and
stroppy. She's been really demanding and wants my attention
constantly - I've had no 'me-time' at all and it's beginning
to drive me mad. She just wouldn't play on her own,
even though, as Liz suggested, I'd set up a play area
for her with all her dolls and teddies in.
I did encourage her to help me with the washing and
I've tried hard to get her involved in more constructive
play. We've brought down some old Lego, so I've been
sitting on the floor and building with her, which we've
both enjoyed.
Rest of week one Friday
night was especially hard for me and Chris. Usually
after a really busy week, we unwind with fish and chips,
a glass of wine and Emmerdale, and the challenge is
making us realise how much we rely on the TV. We planned
a busy weekend - shopping and visiting family - to avoid
being at home too much, but even when we were, Kyla
didn't demand the TV. We keep putting on her nursery
rhyme CD and she loves it. Books are now part of her
regular bedtime routine and she now seems to expect
a story. Chris and I have felt a bit out of touch without
the TV, but we've been listening to the radio a lot
more, which has made a refreshing change.
Another busy week! We went to a toddler group and visited
friends and I've made sure I've had time on my own with
Kyla. I've been swapping her toys around every few days
to keep her interested and spent quality time sitting
on the floor with her, playing. I've also found out
about a rhyme-time session at our local library. Unfortunately
Kyla and I were the only ones there, so it was a bit
quiet, but she still enjoyed it.
We've had one sticky moment and I blame Chris. He cheated
while we were out and we came back to find the TV on.
Kyla immediately asked for 'beebies' - it was the first
time she'd wanted the telly in days. We immediately
turned it off and I tried to distract her with a new
CD I'd bought, but it didn't work, and it took a long
while to convince her there was no 'beebies'!
On the whole, it's taking less time to distract her
if she does whinge about TV, and she's asking for it
less and less. I didn't expect things to change so quickly.
It'll be nice to have the TV back, but things will be
different from now on.
The TV is back and so far I've stuck to my guns and
Kyla is watching considerably less. We started with
CBeebies bedtime hour. She was very excited when we
first put it on - it was as though she'd never seen
it before. But she only watched half an hour then wanted
her CD on, which I was really pleased about. I'm hoping
to avoid TV altogether during the day from now on and
just let her have it at bedtime before a story and bed.
Surprisingly, it seems to be so far so good!
Emma's verdict
The challenge has been both tough and exhausting, but
so worthwhile. I can't believe that in such a short
space of time we've drastically cut down the amount
of TV Kyla watches and managed to encourage her in other
areas like reading, rhymes and creative play. The television
had become an easy option and the challenge has pushed
me to change things. I feel more able to limit what
Kyla watches, we have more time for other things and
TV has become a treat.
Expert verdict
Emma has done brilliantly. She's found other ways to
stimulate Kyla and keep her attention, and Kyla has
shown her how much she appreciates her mum's efforts.
I am sure now that Emma can stick to her new regime,
for Kyla's long-term benefit. Well done Emma!
(Mother and Baby Magazine, March
2006, www.motherandbabymagazine.com)
Are you worried about how much television your child watches? Would
you like more information about the best types of programmes for
your child? Download our parent-friendly
guide to television.
There can be no doubt that watching television is a fixed part
of most families' daily lives, but do we know what impact this has
on the youngest members of the household? Television is blamed for
many of the ills in our society, yet perhaps it holds some benefits
for our youngest children.
A research review commissioned
by the National Literacy Trust (NLT) found little evidence on the
impact of television on under-twos, partly because any research
on very young children is difficult to perform. This is especially
so when related to the variables in a child's life and when one
is mostly reliant on parents' perceptions and recollections of behaviour.
However, there is some evidence suggesting that under-twos cannot
cope with high levels of stimulation. A study by Dr Dimitri Christakis
in Seattle concludes that children under two should not be allowed
to watch any television at all, as it can lead to over stimulation
and poor concentration skills. Dr Christakis suggests that under-twos
who watch three hours of television a day are 30 percent more likely
to develop Attention Deficit Disorder. Children who are exposed
to unrealistic and unnatural levels of stimulation at a young age,
he says, continue to expect this in later life, leading to difficulty
dealing with the slower pace of school and homework.
The NLT research indicates that children's programmes with a single
adult speaker are suitable for children under two, as they contain
low stimulus. The study also showed that constant new programming
can be confusing for under-twos, but the same video watched over
and over can help their language development, as the repetition
and familiarity of words and phrases make it easier for young children
to learn from them.
The NLT review uncovered greater knowledge of television's impact
on two to five-year-olds, suggesting that children this age can
benefit from television if they watch programmes designed for their
age-group and, better still, if they watch with an adult. Such shared
programmes are more likely to promote conversation, helping to develop
language and communication skills. Television can become part of
a child's imaginative life and, under discussion from adults, it
can provide as many talking opportunities as a book.
We are lucky in the UK that there is such a rich range of specific
programming made for the early years audience. These 'educational'
programmes, designed specifically to interest two to five-year-olds
can enhance language development with their repetition, single voices
and slow pace.
But in fact, children's viewing is not restricted to age-appropriate
programmes. EastEnders is currently the most watched show
among British four-years-olds. It is getter harder for parents to
know what their children are watching as more than one in three
four-year-olds has a television in their bedroom. And when mixed
age groups watch television togehter, older siblings tend to take
charge, preventing younger ones from seeing programmes appropriate
for their age.
It is clear that allowing young children to watch too many adult
and general audience programmes can be confusing for them. When
Sesame Street was being created, research found that pre-schoolers
needed to make sense of what they watched more than they needed
all-singing, all-dancing entertainment to hold their attention.
Young children don't watch when they are stimulated and look away
when they are bored - they watch when they understand, and look
away when they are confused.
Families also need to be encouraged to switch off the television
when a programme has finished. Having it on permanently in the background
can hinder listening skills. But its greater impact is in the distraction
it causes to adults, who are, as a result, less likely to talk and
play with their children.
It is unrealistic to say 'don't watch at all', but sensible discussion
of limits (such as setting out to watch a particular programme and
then switching off) should be encouraged. Television has been part
of our popular culture for over 50 years and continues to be so,
and by itself is neither the cause nor the answer to language issues.
What is important is that parents and carers are aware of the pros
and cons and maximise beneficial opportunities while diminishing
potential risks. Managed and in moderation, television can be helpful
to young children's language and emotional development.
Written by Liz Attenborough for Nursery World, 21 October
2004
Don't panic if your pre-schooler is a seasonsed TV channel surfer
- as Eileen Hayes points out, there can be real benefits to watching
the box.
Remember watching Play School, Blue Peter or Sesame
Street on TV when you were a child? Those were the days, when
you could absorb yourself in these programmes without your parents
being accused of turning you into a couch potato. More recently,
debate has raged over whether or not watching TV can harm children's
development, with the box being blamed for the rise in obesity and
increases in aggression and anti-social behaviour. But for most
parents of young children, some TV is as much a part of the daily
routine as naptime. So how do we get the best out of it?
Accentuate the positive
Parents might be a little bit surprised by how hard children's
TV programme-makers work at getting it right, spending considerable
effort consulting psychologists, academics and researchers (a consultative
group of these came together when the satellite TV channel Nick
Jr was creating programmes in the UK).
More recently, with the development of Play With Me Sesame
for Playhouse Disney, the aim has been to encourage a wide range
of developmental goals - physical, emotional and social, as well
as cognitive (learning concepts such as shapes and colours), creative
and moral. Play With Me Sesame was launched to celebrate
35 years of the original Sesame Street, which was the first TV series
to attempt to present an educational curriculum for children, with
the objective of giving them a head start at school.
Learning curve
Andrea Dinnick, programme manager for Playhouse Disney, believes
that Play With Me Sesame is an excellent example of TV programme-makers
looking at the educational benefits for children first, and only
adding the entertainment and characters once that curriculum is
firmly in place.
'Pre-school TV has advanced so much since the early days,' she
says. 'We really do consider the importance of the educational curriculum
for children - shows are more likely to encourage them to get up
and move and interact with the characters, so it's not just a passive
activity.'
What kids like
Most programems for young children use very simple language,
repeating sequences and bright colours, which is what Anne Wood
and the Ragdoll team, who developed BBC TV's Teletubbies,
set out to do.
Other programmes aim to empower children as they entertain. Alice
Wilder, the writer behind Nick Jr's Blue's Clues, says the
show is designed to 'challenge and build the self-esteem of pre-schoolers
while making them laugh.' Again, it emphasises the importance of
interactivity. Another favourite, Balamory, which is on BBC
TV's Cbeebies channel, explains local community figures, such as
the nursery teacher, policeman and shopkeeper. It also teaches about
friendship, and includes singing and dancing that children can join
in with.
Watch with mother
Many children's TV programmes are eager to support parents.
For example, PJ's Bedtime, on Playhouse Disney, aims to help
children wind down after a busy day by using the Pyjama Song
to encourage them to get changed and ready for bed. CBeebies is
also on the side of parents when it comes to peaceful bedtimes -
just before the channel closes down, a celebrity tells a calming
story and presenters sing a soothing goodnight song.
Tikkabilla, also on Cbeebies, encouages children to join
in rather than watching passively. The channel's programme-makers
say its style is 'inclusive and interactive', directly addressing
the viewing child, making links with their own experience and encouraging
them to join in. A nostalgic part for me is its use of the 'windows'
device to show a scene, an old favourite in my family from Play
School.
Getting the best out of tots' TV
Following these tips will help you feel confident that you're not
letting the TV rule your child's life!
- Keep a check on the age range. As far as possible, allow
your children to watch only those programmes specially devised
for their age (although this can be difficult if siblings want
to change channels). The Talk To Your Baby campaign, run by the
National Literacy Trust, recommends that under 2s should watch
less over-stimulating visual programmes, and preferably those
involving a single, adult speaker. For 3-5 year olds, it suggest
that the best programmes are those that ask children to respond.
- Limit TV for very young babies and toddlers, even if
it's high quality. The Talk To Your Baby campaing recommends no
more than half-an-hour for under 2s, and one hour for 3-5 year
olds. The American Academy of Paediatrics urges parents to limit
all screen time - TV, video and computer games - to a maximum
for two hours a day. It's a good idea to agree some ground rules
with your children on what sort of programmes they can watch and
how much time they're allowed to spend in front of the TV each
day.
- Don't let them view for hours. It's fine to use the TV
as an occasional 'babysitter' to give you a break, or allow you
to get something done - but don't leave your toddler sitting glued
to it for hours on end.
- Watch TV together when you can - this means you can explain
anything puzzling as it crops us. It also helps your child with
speech development and provides an opportunity for you to spend
close time with him.
- Switch of the TV when the programme finishes - don't
leave it on as background noise.
- Use ideas from programes to develop imaginative play
- making things or signing songs.
A common-sense approach
There's little point harking back to a pre- TV age - it's part of
our lives now and children's television is made with their needs
in mind. So long as you think about your child's available time,
and divide it up, providing opportunities for pretend play, socialising
with friends, running around outside, reading and some TV, you'll
be on the right track. As your children grow, encourage them to
be 'media-literate' by guidng their choice of programmes, discussing
what they see and explaining what commercials are designed to do
- this will give them the right foundation.
And the bad news...
Being sensible about your children's TV viewing should mean that
there doesn't have to be a downside, but be aware of the following:
- Telly-tubbies - Several studies have shown that spending
too long in front of the TV can contribute to children becoming
fatter.
- Speech and language - Many speech and language therapists
worry about the effect of TV on communication skills - small children
learn to speak by hearing familiar adults speak to them, and constant
background noise from the TV doesn't help.
- Social skills - There's evidence that children's social
skills don't develop as well if they have less chance to play
and interact. A survey by the London School of Economics showed
that two out of three young children have a TV in their rooms
- making it harder for TV viewing to be a family activity.
- Tears at bedtime - US research has pointed to late-night
TV-viewing as a prime cause of distrubed sleep. Winding down with
a familiar story is best at bedtime.
- Aggression - The jury is still out, but many reports
have linked aggressive behaviour in children to seeing it on TV.
So be on the safe side and avoid violent cartoons.
- Problems concentrating - A stuy in the US suggests that
watching TV at a very young age (1-3 years) could increase the
risk of developing attention deficit hyperactivity disorder. However,
a number of academics have questioned the findings, saying the
study was flawed. There's general agreement, though, that extensive
viewing can affect a child's attention-span.
"The show must go on", Eileen Hayes, Practical Parenting,
March 2005.
A review
of the published research evidence, carried out on behalf of
the National Literacy Trust in March 2004, found that parents can
do the following to help their children's language learning from
television:
- select high-quality, age-appropriate educational programming
in television and video formats
- select programmes that offer opportunities for verbal responses
and that offer a balance between familiar and new content
- select children's educational programmes that can be enjoyed
by both adult and child, as shared interest will promote talk
and conversations
- research has not demonstrated that the under-two age group benefits.
It has been suggested that infants might attend to television
programmes containing low stimuli such as a single adult speaker
- ensure that younger siblings get some exposure to age-appropriate
educational programming
- interact with children while viewing in the form of sharing
a book. Carers should encourage children to talk about content,
label objects and question content
- explain and model use of unfamiliar words discussed in programmes
- use videos to repeat content. This will enhance new and familiar
word learning
- locate the television in a room where co-viewing is likely to
occur.
Regulating the quantity of television viewing
The review also found the following on quantity of television viewing:
- until research demonstrates that children under two benefit
from television, limit exposure and encourage other one-to-one
language-enhancing activities that centre on talk at mealtime,
bath time, shared reading and imaginative play
- encourage exposure to some high-quality, age-appropriate educational
television for children aged two to five. Assuming that age two
to three is a key time for language learning from television (Wright
et al, 2001), more exposure at ages two to three would be appropriate
- choose children's programming, particularly educational programming,
which offers optimal learning opportunities
- limit children's exposure to general audience television, particularly
adult programming
- reduce the amount of adult viewing of general audience programmes
as this will limit children's exposure to television and liberate
time for carers to interact with their children
- make the television less readily available in the home. This
may mean locating the television in an area supervised by adults
and/or in a room where children do not do most of their playing.
TV and videos can be good for:
- entertainment and finding out about the world
- encouraging a child to sit quietly for a while
- giving parents a break
But TV and videos are one-way communication:
- watching TV/video is passive, so children don't have to listen
carefully
- concentrating on the TV is not the same as concentrating on
talking
Children also need two-way communication:
- children may not understand what they see on TV - they need
someone to talk about what they have seen
- the background noise of a TV or video left on for a long time
stops children concentrating on other things
- children need to talk to someone who will listen and talk back
So - watch TV together:
- talk about your favourite part of the story
- talk about what happened in the story
- let them choose the programmes they like most and switch
off in between
Children who watch TV/video all day long are often late in talking.
If you turn it off for just an hour at a time, two or three times
during the day, and talk and play with your children instead, this
will speed up their progress in learning to talk.
This information is taken from Watch Out If Your TV Is On All Day!
- a handout for parents produced by Brighton & Hove Sure Start.
Copyright Sarah O'Dair, South Downs Health NHS Trust.
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