Children spending long hours in watching television are more prone to attention deficit disorders.
✦ Long hours of TV-viewing naturally reduces the time kids spend with their parents, thus having a negative impact on parent-child interactions, which are an important part of early child development.
The emotions in the programs' content and exposure to light and sound stimulate the mind rather than relaxing it, which is not conducive to a sound sleep.
✦ Moreover, watching scary scenes or those involving intense emotions can stress your mind and lead to a disturbed sleep.
✦ The television should be turned off at least 30 minutes before going to sleep.
Yet another example of Elkind’s not letting empirical evidence get in the way of his argument: ‘Sesame Street’ has run for more than 30 years. Children today know their numbers and letters earlier than ever before. Many know them by age two. Yet children today are not learning math or reading any earlier or better than did children before there was ‘Sesame Street.'” The evidence shows that the average child attending Head Start exits that program in the summer before kindergarten being able to name only one-yes, one-letter of the alphabet. Head Start kids must not be watching enough television.
These criticisms of television parallel criticisms of the “fetishizing” nature of mass culture made by Max Horkheimer, Theodor Adorno, and other members of the neo-Marxist Frankfurt school. Interestingly enough, the Frankfurt school ideas have been recently put to use in criticizing another way in which we can now achieve instant and cost-free stimulation: the iPod. In his 2008 book , Michael Bull draws on the “cultural theory” of Horkheimer and Adorno to argue that, thanks to the iPod, urban space has in many ways ceased to be public space and has become fragmented and privatized, each person retreating into his own inviolable sphere and losing his dependency upon and interest in his fellows. This process not only alienates people from each other, it enables people to retain control over their sensations, and so shut out the world of chance, risk, and change.
We see this everywhere in modern life, but nowhere more vividly than in the students who arrive in our colleges. These divide roughly into two kinds: those from TV-sodden homes, and those who have grown up talking. Those of the first kind tend to be reticent, inarticulate, given to aggression when under stress, unable to tell a story or express a view, and seriously hampered when it comes to taking responsibility for a task, an activity, or a relationship. Those of the second kind are the ones who step forward with ideas, who go out to their fellows, who radiate the kind of freedom and adventurousness that makes learning a pleasure and risk a challenge. Since these students have had atypical upbringings, they are prone to be subjects of mockery. But they have a head start over their TV-addled contemporaries. The latter can still be freed from their vice; university athletics, theater, music, and so on can help to marginalize TV in campus life. But in many other public or semi-public spaces, television has now become a near necessity: it flickers in the background, reassuring those who have bestowed their life on it that their life goes on.
Although there is good reason to be sympathetic with Bull’s argument, as well as those original criticisms of the consumer economy made by Adorno and Horkheimer, their criticisms had the wrong target: namely, the system of capitalist production and the emerging culture industry which forms part of it. The object of Adorno and company’s scorn was the substitution of risk-free and addictive pleasures for the pleasures of understanding, freedom, and relationship. They may have been right in thinking that the culture industry has a propensity to favor the first kind of pleasure, for this kind of pleasure is easily packaged and marketed. But take away the healthy ways of growing up through relationships and the addictive pleasures will automatically take over, even where there is no culture industry to exploit them — as we witnessed in communist Europe. And, just like the theater, the media of mass culture can also be used positively (by those with critical judgment) to enhance and deepen our real sympathies. The correct response to the ills of television is not to attack those who manufacture televisions or who stock them with rubbish: it is to concentrate on the kind of education that makes it possible to take a critical approach to television, so as to demand real insight and real emotion, rather than kitsch, Disney, or porn. And the same is true for the iPod.
Because we need
information n entertainment from it
but parents should pay attention to their children about watching
television because television has negative effect for children that
watchong too much
Radiations from television have not shown to have any effects on the unborn child.
✦ Pregnant women should not watch TV for too long as it increases their time of inactivity, which is not a healthy habit during pregnancy.
✦ Women who watch TV while feeding may pay less attention to the baby's needs.
The concern is rather the nature of television as a replacement for human relationships. By watching people interacting on TV sitcoms, the junkie is able to dispense with interactions of his own. Those energies and interests that would otherwise be focused on others — in storytelling, arguing, singing together, or playing games; in walking, talking, eating, and acting — are consumed on the screen, in vicarious lives that involve no engagement of the viewer’s own moral equipment. And that equipment therefore atrophies.