Early childhood education and adult‐oriented advertising discourse

Constandinidou‐Semoglou, Ourania

doi:10.1080/13502930701679288

Cited by 6 publications

(5 citation statements)

References 7 publications

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“…Children's stories show clearly the trajectory of their desires: "the turtle attacked the officer and did not let him get any air" or "they collected starfish and then they have put them on the table for mum's party". These examples support the theoretical conception according to which children's desire is to master things, to feel safe, happy and powerful (Constandinidou-Semoglou, 2001, 2007, 2008bDolto, 1985;Klein, 1984). In addition, to achieve identification more easily, Group N invented new objects that were familiar to the children, e.g., "the fish go to a party and they are happy because they will blow out candles".…”

Section: Music and Creation Of A Storysupporting

confidence: 66%

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Visual Messages Accompanied by Music: Preschool Children’s Interpretations

Dogani¹,

Constandinidou‐Semoglou²

2016

Dial

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Within current visual culture children are continuously exposed to varieties of visual messages accompanied by music which could contribute towards their aesthetic development. However, the interaction between music and image is not always as simple as in animation where music has direct relationship to the visual message to be easily interpreted by the preschool child. Taking a semiotic approach the current paper investigates preschool child’s reception of a more sophisticated interaction between music and visual messages, when the function of music is in mismatch to the visual message. The sample consists of 125 preschool children from Greece, divided into two groups that watched images with, and without, music. Their drawings, comments and explanations in response to our questions were presented as a form of personal interview, which provided rich material for qualitative observations, followed by statistical analysis. It appeared that, during the process of reception and within the specific context of the current investigation, it is the informative part of the visual message, and the child’s experiential relationship with it, that reinforces the receiver’s involvement more than the connotations transmitted by music.

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Section: Music and Creation Of A Storysupporting

confidence: 66%

“…Age-appropriate socio-emotional needs include the desire to master external circumstances and to appropriate them in order to feel powerful (Constandinidou-Semoglou, 2001, 2007, 2008bDolto, 1985Dolto, , 1987Klein, 1984). …”

Section: Visual Messages Accompanied By Music: Preschool Children's Imentioning

confidence: 99%

Visual Messages Accompanied by Music: Preschool Children’s Interpretations

Dogani¹,

Constandinidou‐Semoglou²

2016

Dial

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“…Even adultoriented advertising has an effect on young consumers. Constandinidou-Semoglou (2007) presented preschool children with advertisements for different adult products like jewelry items and spectacles. She found that children were highly attracted to the images used in the advertisings and found them quite entertaining.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

German Teachers’ Views on Promoting Scientific Media Literacy Using Advertising in the Science Classroom

Belova

Eilks

2015

Int J of Sci and Math Educ

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A large part of the media landscape surrounding us consists of advertising. Therefore, skills for critically coping with advertising are indispensable. Students need to develop such skills for evaluating messages and facts from advertisements. They also need to learn about the mechanisms behind how advertisements are created and used to influence the public. Today, advertising for many products has a strong scientific component. However, learning with and about advertising does not play a prominent role in school science education. To date, advertising is almost exclusively discussed and evaluated within the humanities and social sciences, especially language education. The scientific components of advertising are not taken into account in these subjects. Engaged science teachers might prove to be the key to innovation when it comes to media education in the science classroom. This study explores both the opinions of German science teachers on the importance of scientific media literacy and their attitudes to implementing teaching units covering advertising in their science classes. Semistructured interviews with 12 secondary science teachers were conducted and analyzed using qualitative content analysis. Two main types of teachers were identified, who have completely different views towards learning with and about advertising in science education.

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“…For instance, Dhingra (2003) has shown that televisionmediated science is a 'significant force' (p. 234) and that it influences students' views on the nature of science. Interest in the products advertised and entertainment value belong to this aspect, although children and young people lack in-depth understanding of the ads (Constandinidou-Semoglou, 2007). On the other hand, scientific knowledge has been shown to lead to a more critical, skeptical view of media information (Hove et al, 2011).…”

Section: Background and Frameworkmentioning

confidence: 99%

“…Consumer research reveals that even advertising aimed at adults has many effects on the younger generation. Interest in the products advertised and entertainment value belong to this aspect, although children and young people lack in-depth understanding of the ads (Constandinidou-Semoglou, 2007). For a more detailed analysis of the multifaceted connection between science education and advertising see Belova et al (in print).…”

Section: Background and Frameworkmentioning

confidence: 99%

Learning with and about advertising in chemistry education with a lesson plan on natural cosmetics – a case study

Belova

Eilks

2015

Chem. Educ. Res. Pract.

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This paper describes a case study on the chemistry behind natural cosmetics in five chemistry learning groups (grades 7-11, age range 13-17) in a German comprehensive school. The lesson plan intends to promote critical media literacy in the chemistry classroom and specifically emphasizes learning with and about advertising. The lessons of four lesson periods encompass several strategies for evaluating and creating advertising. Evaluation was carried out using a questionnaire with both open-ended and Likerttype questions. Classroom observation protocols were also analyzed. The lesson plan proved to be very motivating and it initiated intense discussion about chemistry and science-related information in advertising. The findings of this study indicate that the lessons triggered self-reflection on students' consumer behavior. Most of the younger pupils saw advertising as a suitable and important topic for the science classroom. More advanced students tended to regard such issues as an interesting, but in some cases an unnecessary, part of their science education. Findings from the different groups are compared.Future research directions are also considered.

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Early childhood education and adult‐oriented advertising discourse

Cited by 6 publications

References 7 publications

Visual Messages Accompanied by Music: Preschool Children’s Interpretations

Visual Messages Accompanied by Music: Preschool Children’s Interpretations

German Teachers’ Views on Promoting Scientific Media Literacy Using Advertising in the Science Classroom

Learning with and about advertising in chemistry education with a lesson plan on natural cosmetics – a case study

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