Purpose: The purpose of this study was to establish the necessity for parents to watch televised animated cartoons with children aged seven to eleven years.Methodology: The study used a descriptive survey method to collect information through casual interviews and self-administered questionnaires.Results: The study found out that the amount of time children spend watching animated cartoons on television can make them retract from social interactions with visitors, parents or other siblings when the television is on. Animated cartoons have an impact on children in respect to acquired or "borrowed" language and dressing styles and attitudes towards role types. These relations may be imperceptible to the casual observer but data show that the best (Kim Possible, Ben 10 and American Dragon) cartoon characters are idols, image ideals and role models to children in Nairobi, yet both the two cartoon characters are not representative of children they interact with every day. This study found that it is prudent animated cartoons affect the perceptions and attitudes that are being reinforced in children and the implication of this on how they construct their worldview and self-worth.Unique contribution to theory, practice and policy: Parents should be concerned and watch animated cartoons with children because animated cartoons have become an institution through which society is using to bring up children and use to teach values. Media practitioners should air animated cartoons that have no violence or bad morals but are still popular with children. The government should set policies governing the content in animated cartoons aired by the media houses
Purpose: The purpose of this study was to investigate the impact of animated cartoons on children aged seven to eleven years in Nairobi County, Kenya.Methodology: The study used descriptive survey method to collect information through casual interviews and self-administered questionnaires.Results: The study found that children watch animated cartoons because they are funny, enjoyable and are interesting i.e. because of entertainment. The study also found out that animated cartoons and TV in general can lead to lack of communication between parents and children in the home. Children are also likely to develop the language and social skills exhibited by the animated cartoon characters. This study also revealed that children watch animated cartoons with minimal parental guidance. The study concluded that media has the power to profoundly shape perceptions of the social world and to manipulate actions in subtle but highly effective ways. Animated cartoons have an impact on the children in respect to viewer ship patterns, the views they hold about animated cartoons and how they rate them; acquired language, dressing and sexuality, violence and role types. Unique contribution to theory, practice and policy: The study suggests that parents need to develop guidelines for children on how much animated cartoons they can watch. They should develop the proper perspective concerning their children and be good role models. Parents should take interest in combating hyper sexuality in animated cartoon and allow the children to stay young. Media Practitioners should embrace the development of home-grown animated cartoons, air on Kenyan stations animated cartoons that have local animated imagery designed to relate to the child’s world or context and provide entertainment programming in which life’s problems are not simply and quickly solved with either violent actions or hostile humor. They should air animated cartoons that have no violence or bad morals but are still popular with children. The Government also need to set policies governing the content in animated cartoons aired by the media houses and offer support and facilitate local research initiatives and production, especially on animated cartoons for the African children, with elements that promote our African culture.
Purpose: The purpose of this study was to establish the nature of televised animated cartoons watched by children aged seven and eleven years in Nairobi County, Kenya. It is about cartoon-consumer relationship in an effort to discover the impacts of animated cartoons on children in Nairobi. It also raises awareness on the implications of raising children in Nairobi on an animated cartoon content that is designed mainly from Euro-American and not local values, attitudes and sensibilities. It is hoped that the findings and conclusions herein will help generate cartoons that can educate Kenyan children to live in ways that are socially and culturally desirable. Methodology: The study used descriptive survey method to collect information through casual interviews and self-administered questionnaires.Findings: This study suggests that animated cartoons have discernible impacts on children in Nairobi in that they influence the children to construct their worldview and create perceptions that are alien to Kenya. Unique contribution to theory, practice and policy: Between the ages of seven to eleven years children are excellent imitators but poor evaluators, therefore, the non-African ideals and values portrayed in the animated cartoons are increasingly defining the perception and attitudes towards gender roles, sexuality, body images and role modelling of children who consume animated cartoons in Nairobi. This is because these children are in that stage where images and impressions from diverse environments play a big part in how they construct their world.
Purpose: The purpose of this study was to establish the gratification derived by children aged seven to eleven years from watching televised animated cartoons in Nairobi County, Kenya.Methodology: The study used descriptive survey method to collect information through casual interviews and self-administered questionnaires. The data was analyzed through straight tabulations and generated tables, graphs, and charts such as measures of central tendency such as means and modes and measures of dispersion such as the standard deviations.Findings: The study concluded that most children watch cartoons mainly for entertainment purposes. Boys admire Ben’s super-human imagination and would like to identify with him. Girls like Kim possible because she is a young girl like them, and they are able to identify with her character, as all the other super-heroes are men. Girls like magic, power and action in cartoons such as Kim Possible. She is young and strong and can protect herself and others. They find Kim interesting because of the action and fighting scenes. The girls also like her dress code, shoes and hairstyle.Unique contribution to theory, practice and policy: Parents should limit screen time, including animated cartoons, movies, video games and computer time to less than two hours a day and provide alternative means of relaxation and entertainment rather than the passive leisure of watching animated cartoons. The media practitioners should also think about the impact that watching some of these animated cartoons may have, especially on special audience like children. The government is recommended to develop a legal framework for classifying animated cartoons should be developed.
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