Overexposure of children to technology
The report is focused towards understanding the essential implications of the portrayal of children in mainstream media and popular culture. Children are often portrayed in popular culture in ways that can be termed inappropriate. The report extensively focuses on the image of the children in order to understand how it can be misused and may lead to greatly unwanted consequences. The society always had distinct perceptions of children. The popular social perceptions concerning children depend on the popular beliefs, understandings and assumptions regarding the position of children in the society (Lacan, 2014). The social perceptions in regards to the developmental, motivational and other life oriented aspects of children are significantly influenced by historical, cultural and socio-economic background of a society. Thus, there can be a large number of images of children depending on the varying social backgrounds. Often highly sexualized images of children are portrayed through advertisement and other forms of media promotions. The essential issues related to a child’s image need to be judiciously considered in order to prevent any unwanted social consequences in the future.
Figure 1: Children getting dependant on smartphones
Source: (Kabali et al., 2015)
The above image, figure 1, sums up quite well the portrayal of children in mainstream media. The picture was used in some recent media promotions and is used in advertisement hoardings in many urban centers. This kind of portrayal of children are quite common across the world and more importantly developed nations including Australia. In the contemporary popular culture, children are being increasingly portrayed as technology oriented little individuals. In the image, it can be seen that very young children have given in to technology. At a very young age, the children can be seen handling smartphones. When closely observed the image also shows that the children might also be developing significant perceptions about themselves that are dependent on their image that is being reflected through technology (Kelly et al., 2015). The major issue is that this kind of self-perception of children will only increase their indulgence in communication technology and the process if not controlled can have far reaching negative impact on their future growth and development proposition. The image is at par with the contemporary perception of society in regards to the images of children. Contemporary media is inclined towards promoting a so-called “tech-savvy” imagery of children. More importantly, this image is being generally projected as a positive trait among children. However, the previous more positive imagery of children, portraying children playing and actively engaging in recreational activities is slowly being replaced by this new kind of image that is being projected. Advertising, social media, popular shows and a wide range of diverse media is being used to project this image. In a way, this trend is at par with the changing perceptions of image of the child in the rapidly globalized contemporary society (Roskos, 2017).
Portrayal of children in advertising
The current pedagogy concerning early childhood in the country focuses on a holistic approach towards development of children. Child educators are being increasingly required to be aware of the cultural background of the children they would cater to. The current pedagogy is focused towards the experiences of the child in figuring out the tendencies that may result in them due to being exposed to these types of experiences. The essentially advised childcare system of the present day focuses on the all-round development of the children (Rintakorpi, 2016). Children are being increasingly viewed as individual entities that depend on their surroundings for learning all the major aspects of life. Relying too much on technology can hamper their normal physical and psychological growth (Wells, 2015). Childhood pedagogy essentially depend on holistic approach towards the development of children. This means that being overexposed to technology can seriously affect crucial growth aspects of children (Kabali et al., 2015). As an example, it can be said that children addicted to smartphones will find it difficult to play outside. They will not be getting the required exposure to outside environment that they essentially need to learn their surroundings. However, portrayal of children as positively inclined towards technology when in reality they are just over reliant on technology at a very young age can hamper the actual growth of children (Rintakorpi, 2016). Parents can perceive this to be a normal trait and the negative impacts it can have of their growth can go unchecked. Hence, a significant contrast exist between the portrayal of children with technology and the prevalent child development approaches.
Figure 2: Lego Advertisement in 1980
Source- (Spratt, 2016)
Figure 3: Lego Advertisement in 2013
Source- (Spratt, 2016)
In the two images given above, figure 2 shows an image of the advertisement of Lego toys in 1980s and figure 3 shows an advertisement of Lego toys in 2013. It is important to note that in the first picture, the image of a boy and a girl playing together can be seen. In the advertisement of the same toy manufacturer in 2013, it can be seen that the theme of the advertisement is completely based on a boy. Thus, through the presented picture it can be essentially noticed that toys are being segregated in accordance with the specific gender of the child being targeted through the advertisement. In the 1980s the advertisements of Lego were more gender neutral. Thus, the essential focus was toward giving both male and female children a product that they can enjoy irrespective of their gender. However, in the contemporary portrayal of advertisement of toys the focus is more on utilizing separate techniques for attracting boys and girls. Thus, LEGO essentially make different Lego sets for boys and girls (Taggart, 2016). The sets made for boys focus more of adventurous concepts and the sets for girls focus more on shopping themed or beach themed construction sets. It is more important to note these changes as Lego toys are more popular with younger children. They are much basic essential toys to play with for children at crucial points in their lives when they are developing a concept of self-identity. Thus, the segregated marketing of the products of the company are creating an environment where children are being forced to choose their gender roles.
Gender neutrality in early childhood educations is an essential aspect of the prevalent learning systems that are implemented concerning children. The current pedagogies connected with early childhood are increasingly focusing on gender-neutral learning among children. This is being especially used in order to help them get a perception of a more gender-neutral society (Warin & Adriany, 2017). Moreover, learning among children are being focused toward educating them in regards to the changing roles of people in the society that does not consider gender orientation. This is increasingly being done in order to provide better growth opportunities that do not segregate children according to their genders (Somerville & Williams, 2015). Children need not develop any specific perceptions about gender roles at a young and tender age. However, the continuous depiction of children in gender specific advertising campaigns have created a divide between the popular image of children and the ideal pedagogies that exist (Spratt, 2016). Thus, it has become difficult to project a gender-neutral environment for children to grow and develop into fair-minded individuals. The major issue is that the various types of popular advertising motives are being used by large brands that sell toys or other children oriented products. Moreover, the modern child pedagogy is focused on the concept of gender flexibility that is aimed toward developing children towards the greater acceptability of unisexual workforces. It is however being sharply contrasted by the new generation portrayal of children in media. The advertising of gender-oriented children’s products are increasingly creating strong impressions on the mind of children concerning their perceptions of gender oriented roles (Tan et al., 2018). Girl children are learning that females has to be more fashion oriented and poised towards accepting lighter values of life like hanging out, shopping and other similar aspects. Boys are learning that the larger social responsibilities have to be taken only by males.
Figure 4: Children being depicted as adults
Source- (Rodríguez, Ventisca & Alves, 2016)
The above pic, figure 4, shows children in an image that can only normally be associated with adults. This image is being used across hoardings, posters and online promotions of fashion brands that sell children’s clothing. The important thing that can be seen here is the portrayal of children as young adults. The marketing and advertising of popular clothing is increasingly projecting a sexual imagery of children that have distinct gender associations. The depiction of children as adults is causing the image of children to be highly sexualized (Livingstone et al., 2014). The issue is complex and can have far-reaching implications on the minds of children. Firstly, the image of the child is being highly sexualized in this concept equating the aspects of childhood with that of adult life. Secondly, the portrayal of children as adults are essentially persuading children to grow up fast (Rodríguez, Ventisca & Alves, 2016). The portrayal of children as adults is also pointing towards an aspect of the current perception of life where experience is being valued more than innocence. Hence, the current portrayal of children across the various media focus on promoting their image as young adults rather than as children. The image here points to the fact that both the boy and the girl are adults that are in a relationship. This kind of portrayal of children are highly inappropriate because it is a subtly sexualized image of a child. There are greater aspects that concern the growth and development of a child than this kind of portrayal where they are increasingly being projected as having attributes connected with adulthood.
The developmental learning of children in modern times are increasingly being focused towards them developing distinct self-concepts (Livingstone et al., 2014). This is important, as the child needs to figure out his /her personal interests through developing ways to understanding the self, according to the current pedagogy. The dominant images that are being projected through the various advertising and other media channel are forcing the child to develop notions of himself/herself that are greatly dependent on what they see within adults. For example- children often emulate people older than them. Predominantly, their brother or other older siblings. However, the portrayal of children with adult traits can cause them to develop wrong notions about adulthood and sexuality. The children are learning aspects of sexuality that are highly exaggerated, improper and even false (Rintakorpi, 2016). The current pedagogy essentially focuses towards making sex education available to children at the right age and through methods that will help them understand sexuality in a general and simple way. The focus is towards giving education to children concerning sexuality that is greatly factual (Rodríguez, Ventisca & Alves, 2016). However, the sexuality being depicted in the media is highly based on cultural stereotypes concerning sexuality that assigns a glamour value to sexuality that is quite different from the factual aspects (Rintakorpi, 2016). The perceptions of children concerning sexuality are thus changing in an unintended direction. The improper sexual knowledge is causing children to learn about many aspects of life faster, and often in a pre-mature stage that can have largely negative impacts on their lives.
Conclusion
The implications of the study point towards the fact that there are many discrepancies that are present concerning the popular image of children. There is great contrast between their depiction and portrayal in media and the ideals of developmental aspects of children. It is important to understand that various social, political, economic and cultural aspects are related to the perception of society in regards to children (Somerville & Williams, 2015). Reggio Emilia was the proponent of the philosophy in which the education of children were based on the perception of society in regards to the roles played by the in society. The various attributes of life such as environmental factors, responsiveness of children are to be taken into consideration. The perceptions of adults should not necessary guide the developmental path of children. The essential aspects of children should thus, be studied in order to develop sustainable progress path for their future.
References
Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and use of mobile media devices by young children. Pediatrics, peds-2015.
Kelly, B., Vandevijvere, S., Freeman, B., & Jenkin, G. (2015). New media but same old tricks: food marketing to children in the digital age. Current obesity reports, 4(1), 37-45.
Lacan, J. (2014). The mirror stage as formative of the function of the I as revealed in psychoanalytic experience (1949). In Reading French Psychoanalysis (pp. 119-126). Routledge.
Livingstone, S., Kirwil, L., Ponte, C., & Staksrud, E. (2014). In their own words: What bothers children online?. European Journal of Communication, 29(3), 271-288.
Rintakorpi, K. (2016). Documenting with early childhood education teachers: pedagogical documentation as a tool for developing early childhood pedagogy and practises. Early Years, 36(4), 399-412.
Rodríguez, C. L., Ventisca, M. D. B., & Alves, B. P. (2016). The sexualization of children through advertising, fashion brands and media. Prisma Social, (1), 156-189.
Roskos, K. A. (Ed.). (2017). Play and literacy in early childhood: Research from multiple perspectives. Routledge.
Somerville, M., & Williams, C. (2015). Sustainability education in early childhood: An updated review of research in the field. Contemporary Issues in Early Childhood, 16(2), 102-117.
Spratt, J. (2016). Childhood wellbeing: what role for education?. British Educational Research Journal, 42(2), 223-239.
Taggart, G. (2016). Compassionate pedagogy: the ethics of care in early childhood professionalism. European Early Childhood Education Research Journal, 24(2), 173-185.
Taggart, G. (2016). Compassionate pedagogy: the ethics of care in early childhood professionalism. European Early Childhood Education Research Journal, 24(2), 173-185.
Tan, L., Ng, S. H., Omar, A., & Karupaiah, T. (2018). What’s on YouTube? A Case Study on Food and Beverage Advertising in Videos Targeted at Children on Social Media. Childhood Obesity, 14(5), 280-290.
Warin, J., & Adriany, V. (2017). Gender flexible pedagogy in early childhood education. Journal of Gender Studies, 26(4), 375-386.
Wells, K. (2015). Violent lives and peaceful schools: NGO constructions of modern childhood and the role of the state.
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
