Effects of cartoons on the thoughts and emotions of primary schoolchildren

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“Vinnytsia Academy of Continuing Education”

Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University

Donbass State Pedagogical University

EFFECTS OF CARTOONS ON THE THOUGHTS AND EMOTIONS OF PRIMARY SCHOOLCHILDREN

Maliar O.I., Public Higher Educational Establishment,

Koliadych Yu.V., Poliarush N.S., Endeberya I.V.

Introduction

school children behavior media

New media technologies are now having a foremost effect on society as a whole. Their rapid integration into public sceneries within social life is not only having a major impact on social interaction between individuals but also on their mental health and behavior, and particularly on the physical and mental health of children. Within this framework, of equal significance is a concern about the effect of mass media on primary school children's wellbeing, as they seem to be more vulnerable than grownups when using screens. In view of the fact that a child's brain has not yet been fully developed emotional processing in his daily activities are modulated by conscious and sub-conscious objects and mechanisms. As such, they interrelate to define children's behavior and emotional activities by providing internal representation of the world around them as well as offering possibilities to navigate and act in the outer world. The key factor to sculpture children's behavior and way of thinking is the environment where they grew up including daily habits and activities, unforgettable events and memorable experiences.

In this regard, cartoons prove to be the first and most common among the forms of broadcasts kids watch on television thus, coming to be recognized one of the basic tools to shape children's beliefs and argumentations as well as their cognitive habits and attitudes to assessments. However, the researchers claim that cartoons aimed at children as young as seven, had the highest level of violence. Such cartoonish shows exemplify vulgar and aggressive behavior, uncontrolled temper outbursts as well as cruelty, fighting and physical aggression together with threats to hurt others. All these can be extremely harmful to young viewers as they come to imitate to anything they are exposed to without ever recognizing its destructive power. Furthermore, the children are still not good at differentiating between fantasy and reality thus, aggravating fears and anxiety, as well as disturbing night sleep and depression. Selective representation of cartoon characters results in creating certain stereotypes that enable the young viewers to create a false image of the world. Apart from this, the children spending long hours watching cartoons are less likely to take up sports or participate in other more rewarding activities. In contrast, they display worrying signs of psychological abuse to the screen and as a result, their detrimental effect on a child's brain. Thus, there is an urgent demand to seek the ways to manage children's screen habits and set the extent to which they infringe upon their studies.

The study sets out to explore the impact of cartoons on the emotional reaction of primary schoolchildren. A theoretical and empirical analysis of the issues raised in this article as well as comparative study of the acquired data (2014; 2020), quantitative and qualitative analysis of the results come to be the instruments to achieve objectives of our study.

Presentation of the Main Material

A huge growth of rapidly developing information technologies in recent years has a significant impact on the development of a human personality. Expanding on the above issue the researchers Cole, Kvashuk, Larina claim that the child perceives mass media content, especially cartoons, without realizing the negative impact on the development and formation of his moral qualities and emotions. Consequently, we can assume that uncontrolled viewing of cartoons by primary school children distorts the development of their emotional sphere, and the personality as a whole [2; 3; 9].

For example, Grynko notes that under the influence of modern television (reports and news, films and cartoons, entertaining TV shows) there is a purposeful negative impact on the child's unformed mental state, development of emotional sphere and cognitive processes as well as consolidation of asocial behavior patterns [1]. The idea is reflected in the studies of Medvedeva devoted to the influence of modern cartoons on the mental state of children. The researcher stresses, in particular, that modern cartoons shape asocial behavior patterns such as aggression, disrespect for the elders, permissiveness, selfishness, prudence, etc [5].

Rudeni, Snigulska in their works distinguish models of behavior formed under the influence of the media information flows resulted in aggression, antisocial or deviant behavior as well as consumer behavior. Therefore, the situation with modern animation production for children is dismal. Nevertheless, the researchers come to be aware of the positive consequences the cartoons asserting that not all cartoons have a negative effect on the emotional sphere and psychological development of primary school children [7; 8].

O. Minenko, analyzing animation production from the perspective of senses and emotions, accentuated on the following aspects:

- what the overall emotional state the cartoon causes: positive or negative, whether or not the child becomes too active after watching the cartoon or, in contrast, passive, or aggressive, or moody, or nervously excited;

- whether the cartoon causes out-of-state fears in the child which might further turn into a phobia. This can be followed by disturbed sleep, dreads of darkness, fears of being alone, the rise of various neurotic signs (twitch, nail biting, enuresis, etc.); - whether the cartoon stimulates a good sense of humor in the child. Modern psychologists signify a noteworthy decrease in the sense of humor modern children possess (for the sake of justice, we should note the same with adults, too). Laughter is caused by either completely primitive things - someone fell, slipped, tripped over, etc., or obviously cruel - things like hitting, pushing, shoving, punching or kicking as well as playing bad tricks - the characters make serious mischief to each other, and this is followed by cheerful laughter. Thus, such primitive and violent humor comes to be a characteristic feature of cartoons today;

what are the hidden effects of cartoons and what reactions they cause in general: moral, aesthetic, intellectual, social [ 6, С. 190 -193].

Thus, the general state of modern animation production for children remains dismal. However, not all modern cartoons have a negative impact on primary school children relating in particular, to their social and emotional development.

Methods of organization

We received empirical data through participant observation and interviews to reveal the impact of media (cartoons) and study its nature on the development of the emotional sphere of primary schoolchildren.

Coming from the assumption that watching cartoons takes almost all children's free time they definitely have a direct impact, both positive and negative, on the development of the child's personality. When watching TV programs (TV series, films, TV shows, cartoons, commercials, etc.) children try to imitate fictional characters' behavior. Most animated characters can harmfully affect moral values and development of the primary school child's personality that in future results in annoying and inappropriate as well as deviant behavior. We used our own questionnaire for primary school pupils “The Impact of TV Shows on the Emotional Regulation of Children ”, methods and techniques “Characteristics of Emotionality” (Iliin) and “Non-existent Animal” (Drukarevich).

The study was conducted in Vinnytsia region (2014, 2020), with a sample size of the research of 320 respondents who were primary schoolchildren aged from 6 (7) to 9.

The questionnaire “The Impact of TV Shows on the Emotional Regulation of Children” contained 16 questions; each of them came to reveal the impact of cartoons and the media on the emotions and social behavior of the primary schoolchildren. The questionnaire was designed in a way to contain both closed and open questions. First year pupils were interviewed individually. The questionnaire aimed to identify how much time primary schoolchildren spend watching media products as well as discover what type of cartoons they prefer and figure out what emotions the children are experiencing while watching cartoons. The methodology “Characteristics of emotionality” by E. P. Ilin, was used to disclose a dynamic character of emotions. The data collection with first year pupils involved was conducted individually in the form of a conversation. Second and third year pupils got involved in psychodiagnostic survey aimed at identifying and measuring personality based on normative models and classifications with special psychodiagnostic methods.

The methodology includeed 32 questions that the children were expected to give direct repliesa (“yes”/ “no”). The indicators demarcated in the questionnaire helped to interpret the results of the study: “emotional excitability”, “intensity of emotions”, “duration of emotions”, “negative influence of emotions on the effectiveness of activity and communication”. The “Non-existent animal” technique introduced by Drukarevich was used to characterize the emotional sphere of the child, his/her emotional state and experience as well as attitude to Self and to the environment as a whole. Furthermore, the above mentioned technique provides the opportunity to identify children's positive or negative emotions over time as the measure for their mood states in a variety of contexts with a particular focus on watching cartoons [4, С. 53-56].

Research Results and Discussion. The data obtained from the questionnaire “Influence of TV programs on children's emotional regulation” (2014 ) indicate that the vast majority of primary school children experienced cheerful (positive) emotions (93.75%) and only 6.25%. of the respondents experienced neutral emotions. In addition, a rating study was performed to validate the results of the survey on the average daily time young viewers spend watching television. During the survey period the largest group of primary schoolchildren aged 7 years and older confirmed to spend 6-8 hours (65%) of live TV per day, compared to 2-3 hours (25%) in the age group of 8-year-olds. Another group of primary schoolchildren aged 9 years admitted to consume an hour (6, 25%) of television daily whereas the statistics shows a considerable decrease to the previous data as for TV consumption -30-40 minutes (3.12%) for the rest of the respondents within this age group. This is, in part due to the accessibility of home internet connection, an increase in the number of connected TVs as well as a large take-up of laptops, tablets and smartphones.

Further questioning of primary schoolchildren conducted in 2020, reveals a greater extent of emotional elevation when watching traditional TV (both live and time-shifted) of both positive and negative character. Thus, in percentage terms, the index of acute positive emotions from viewing TV was 84, 25%, whereas the index of neutral emotions reached 15.75% compared with 2014. The results of the survey (2014, 2020) could also provide clear understanding of the amount of time primary schoolchildren spent watching TV and using other types of media accentuating on some negative emotions they experience such as sadness, annoyance, anger, etc. Thus, sharing their viewing experience associated with gloomy emotional response 78, 1% of respondents watched cartoons, 1,5% viewed TV shows and movies and the rest 20,4% of them watched TV shows (2014). Accordingly, in 2020 cartoons viewers reached the amount of 79,4%, those who watched TV shows -11,5%, and movies and series -9,1% of the viewers. There have also been significant changes in viewing favourite cartoons with the results presented in Table 1.

Table 1

Comparative study of most popular cartoons viewed by primary school children (2014, 2020)

Thus, to give some context to the amount to which primary schoolchildren watch cartoons, the survey indicates that in 2014 almost 80% of the respondents proved to be frequent viewers of the following cartoons: “Bambi”, “Madagascar”, “Simba”, “Naruto”, “Winx”, “Cinderella”, “Barbie”, “Brother”, “Wheelbarrows”, ”Ninja Turtles”, “Smeshariki”, “The Mermaid”, “Ducks of History”. Other younger children (20%) watched various TV shows and serials. Needless to say, that these cartoons produced both a negative and positive impact on the emotional behavior of primary school children. Aggressive, addictive cartoons caused emotional excitement, physiological arousal swells, unpredictable laughter, verbal and physical aggression to others, whereas good cartoons evoke positive emotions, inspiration happiness, fun and excitement [4, С. 96 - 100].

The list of the cartoons that appeared to be the most popular among primary schoolchildren (90%) in 2020 comprised “The Simpsons”, “Fixics, “SpongeBob”, “Sofia the Beautiful”, “Tom and Jerry”, “Keith Oggie and the Cockroaches” “Luntik”, “Well, just wait”, “Ninja Turtles”, “Bratz”, “Ice Heart”. The rest 10% of the respondents proved to be keen on playing computer games. Thus, according to the results of survey the larger amount of cartoons the children watched were of aggressive character that consequently resulted in increasing anxiety and inadequate emotions (unreasonable joy or sadness, anger, irritation), and even loss of moral values. Most popular cartoons have scenes of physical or verbal violence and that makes children be exposed to their inhuman content. Evidence shows that the exposure to aggressive and violent media on children's development can be damaging to them as they run risks to become more emotionally distressed and thus, develop antisocial behavior characterized by a lack of remorse, insensitivity and hostility as well as aggression towards others.

The data obtained from the research display children's growing interest in the cartoons having the scenes of fighting, quarrelling or mere bickering. If compared with 2014 the number of primary schoolchildren watching such cartoons in 2020 appeared to be 10% more (61, 8%; 71, 8%). However, there was also a group of young schoolchildren who showed no interest in watching the above mentioned cartoons (38, 2%; 28, 2%).

Long hours spent on viewing cartoons where violence comes to be very realistic develops aggressive and deviant behavior, and that is because children often identify themselves with the cartoon characters. In addition, when the latter remain unpunished for frequently repeated acts of violence young viewers are more likely to copy their beloved cartoon characters and then easily transmit it into the role model. Experts believe that children watching violence on screens tend to be nervous, hostile and disobedient.

All these cause parental concern about the fact that children become addicted to the screens, and as a result, most parents had set some rules to reduce the amount of time spent on viewing cartoons. According to the survey (2014), 56, 25% of younger children established anger, irritation and even yell a curse at their parents when they forbid them to watch their favorite cartoons and TV series. The results obtained indicate a low level of emotional control as well as inability to show adequate reaction to what the adults recommend. If compared with 2020, there has been a slight increase in the proportion of respondents (61, 5%).

The other 43, 75% (2014) and accordingly 38, 5% (2020) of primary school children showed no anger when they were banned from watching TV. This proves to highlight the child's loyalty and adherence to parents' guidelines and recommendations. The results of the study also show that 62, 5% of primary schoolchildren were very happy and contented when watching cartoons that comes to be an indicator of their positive emotions whereas 31, 25% of the respondents experienced sad emotions when using screens. As for neutral emotions, the results remain unchanged (6, 3%).

The study reveals that 96, 8% of children consider courage, fun, ingenuity, gentleness unified with sufficient strength as enviable characteristics of their favorite cartoon characters. As a result 71, 8% of primary schoolchildren participated in the survey in 2014 showed their intentions imitate their favorite cartoon characters and be like Superman, Cinderella, Mermaid, Mickey Mouse, Batman and others. We believe that these prototypes teach children friendship, mutual understanding and support, kindness, and responsibility for their actions and behavior [4, С. 98-100].

A research conducted in 2020 revealed that 97, 3% of primary school children claim that they identify themselves with their favorite characters like Homer, Bart, Lisa, Bob, Schroeder, Raphael, Chloe, and others. On the one hand, the eagerness to copy them can form hypertrophied notions of good and evil in the world and on the other hand, contributes to unacceptable behavior in society.

In accordance with the above stated data of the questionnaire, we used Spearman's rank correlation method to confirm the reliability of the received results concerning the influence of cartoons on the development of primary schoolchildren's emotional behavior. Thus, in 2014, we discover a close positive correlation between cartoons containing elements of fights and emotional excitement (r = 0.624541, p <0.001); duration of emotions (r = 0, 55765, p <0.01); negative influence of emotions on the effectiveness of activity and communication (r = 0,51037, p <0,01). Accordingly, in 2020, a significant correlation was found between cartoons with aggressive scenes and emotional arousal (r = 0.69567, p <0.001); duration of emotions (r = 0.57493, p <0.01); negative influence of emotions on the effectiveness of activity and communication (r = 0,552041, p <0, 01), which indicates an increase in children's emotional state. Children also tend to imitate manners and emotional reactions of cartoon characters who have aggressive behavior.

By means of the results obtained (2014; 2020) and using correlation method we found a positive substantial relationship between the questionnaire data and the projective method of “Missing animal”. Accordingly, between cartoons containing elements of fights (cursing) the following indicators are established: aggressiveness (r = 0, 69869, p <0,001); anxiety (r = 0.507913, p <0.001); demonstrability (r = 0.50645, p <0.01); impulsivity (r = 0.48824, p <0.01). For that reason, regular watching of cartoons containing elements of violence form aggression (verbal, non-verbal), which children consider the norm regarding their attitude to others. The emotions of young children have been in tough correlation with other indicators, which are described in the survey conducted and described above.

Our research has shown a tendency of negative influence of cartoons on the emotional sphere of primary school children. In particular, children have developed inadequate emotional reactions, being further viewed as antisocial behavior.

Conclusion

The data analysis obtained from the survey with primary schoolchildren taking part gives us a possibility to conclude that cartoons come to be one of the major hobbies and are one of the key factors influencing the development of children's emotional sphere. When comparing the results of the 2014 and 2020 questionnaires we discovered that 6 years ago young children liked cartoons with a fascinating and violent cartoons that condemned aggressive actions of cartoon characters. Of particular concern is the growing interest among primary schoolchildren to cartoons that contain elements of violent behavior, cruelty, fights and an outward attitude to others. The signs of antisocial behavior seen on screen are normally a role model for young children. If deviant or abnormal behavior is not condemned or punished on the screen, then it is more likely that children will copy and imitate it. All these can cause uncontrollable emotional state, aggressive behavior and various socio-pathological disorders in children. Thus, the trend of modern cartoon products often has a negative impact on the psychological and emotional development of a child's personality. In the future, we plan to create top psychological and pedagogical tips for parents and educators, aimed at positive interaction between parents and children and thus, avoiding the negative effects of cartoons on the child's psyche, and contributing to moral development of primary schoolchildren.

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