Four scholars Dworak, Schierl, Bruns and Struder, wrote an article based on a research on the influences of computer games and television consumption in the lives of school-aged children in the United States. This research article is based a study the four scholars did to assess factors that influence children into spend more time playing computer games and watching television, than doing other ordinary tasks.
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Detailed Article Summary
The study focused on the influences of computer games and television consumption in the lives of school-aged children in the United States. This study centered on school-aged children because most of them spend a significant amount of time watching television, and using computers to play games. In relation to this study, previous research indicates that television and computer games have had major influences in the environmental setting in which school going children live as they grow up (Dworak et al., 2007). In addition, the article reveals that excessive media consumption is associated with the low social class children rather than those from the high social status. This is because, of the influence of parents level of education and income. Furthermore, the article also focused on the impact of race, age, and gender on television and computer game consumption among school-age children in the United States. During the study, the researchers considered neighborhood quality, family conflict and the number of adults in a family affected the amount of time watching television, and using computers for playing games. The results from the study indicate that children from high-income family have a lot of disposable income that enables them to buy a wide collection of video and computer games. In addition, the study found that ethnicity played an important factor as the Black children watched television more than Asian children did. However, the White children played computer game more as compared to Black Hispanics (Dworak et al., 2007). The majority of school-age stage children spend most of the time watching television and playing computer games; in contrast, boys played computer games more often as compared to the girls. Moreover, school-aged children from insecure neighborhood spend more time in watching television and play computer games while they were indoors. Finally, the results indicated that family conflicts at earlier age led to school-aged children spending more time watching television.
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• The influences of computer games, and television consumption in the lives of school-aged children based on race, age and gender, neighborhood quality, family conflict and the number of adults in the family (Dworak et al., 2007).
• High-income family had a lot of disposable income that allows them to buy their children a choice of video and computer games, especially from the school-aged children.
• Research results indicate that ethnicity play an important factor because black children watched television more as compared to Asian children. However, white children played computer game more as compared to Black Hispanics.
• The study reveals that family conflicts at earlier age leads to school-aged children spending more time watching television.
I agree with the fact that most of the school-age children engage themselves in watching televisions and playing computer games. In addition, I concur with research results that television and computer games have major influences on the upbringing of children. This is because, family conflicts at earlier age, and neighborhood insecurity led to school-aged children spending more time watching television. Watching television and playing computer games affect the school-aged children by limiting their participation in recreational activities.
More than often, the school-age children spend a significant amount of time watching television and using computers, especially with the current advances in computer age technology and development. Recent research indicates that school-aged children engagement in television and computer games is based on race, age, and gender, neighborhood quality, family conflict and the number of adults in the family. On the other hand, the second article focused on how television and computer game playing affect the school-aged children in areas such as sleeping patterns. This article emphasized on the need of alerting parents and teachers on how rapid changes in technology affect learning of school-age children.
In most cases, parents expect the school-age children to adapt to changing environment by working hard academically as they also gain competence in the activities they carry out. Therefore, if parents and older adults, who stay with the young children, remain focused on spending time watching television and familiarizing with computers, especially with the current computer age technology, then these children may eventually lose focus on their academics. As a result, parents should minimize exposure of school-aged children to television and computers at an earlier stage. Many school-age children get a lot of free time, as they stay on their own after their classes, because their parents remain busy with other activities, including work. Consequently, it is advisable for parents and other older adults to regulate the amount of time children watch television and access computers without their supervision.
I have learnt that several factors such as race, age, and gender, neighborhood quality, family conflict, and the number of adults affected the number of time children watch television and access to computer games. It is advisable for parents to regulate the amount of time children watch television and access computers without their supervision (Dworak et al., 2007). This is because the most learning and behavior relate to television viewing, and computer game.
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