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 young children.
A research review commissioned by the National Literacy Trust (NLT)1 found little evidence for 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 researchers rely 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 per cent 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 with adults, it can provide as many talking opportunities as a book.
We are lucky in the UK to have a range of specific programming made for the early years audience. These 'educational' programmes 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-year-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 together, 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, far 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.2 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 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 minimising potential risks. Managed and in moderation, television can be helpful to young children's language and emotional development.
References
1 National Literacy Trust and National Association of Head Teachers (2001) Early language survey of headteachers, www.literacytrust.org.uk/talktoyourbaby/ survey.html
2 Malcolm Gladwell The Tipping Point: How little things can make a big difference, Abacus, 2001