شناسایی عوامل مؤثر بر رشد شناختی کودکان خردسال از طریق تلویزیون، به کمک فراترکیب (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف: وسایل ارتباط جمعی و تعامل آن ها با مخاطب، ضرورت شناخت و توجه به سیاست گذاری های رسانه ای با تمرکز بر گروه های مختلف مخاطب را افزایش می دهد. کودکان یکی از گروه های اصلی مخاطب رسانه ها هستند. نگرانی ها به طور خاص در باب اوقات فراغت رسانه ای کودکان رو به افزایش است؛ زیرا رسانه به عنوان یکی از عوامل غیرانسانی مؤثر در تربیت کودک، هم زمان بر سلامت و ادراک یا تفسیر کودکان از محیط تأثیر می گذارد. این پژوهش با هدف شناسایی عوامل مؤثر بر رشد شناختی مخاطب کودک از طریق تلویزیون انجام شده است.روش: به منظور افزایش دقت در یافته های پژوهش، با استفاده از روش نمونه گیری نظری، از بین همه رسانه ها تلویزیون انتخاب شد؛ زیرا کودکان از تلویزیون استفاده بیشتری می کنند. در گام نخست پژوهش، تکنیک فراترکیب هفت مرحله ای سندلوسکی و باروسو (۲۰۰۷) به کار گرفته شده است.یافته ها: در مرحله اول فراترکیب، سؤال های پژوهشی تعیین شد و در مرحله دوم، به جست وجوی مقاله ها با کلمات کلیدی مرتبط با سؤال پژوهش پرداخته شد. در گام سوم، بعد از فیلتر کردن ۴۱۵ مقاله یافت شده با تکنیک ارزیابی انتقادی، ۶۱ مقاله مرتبط با سؤال پژوهش به دست آمد. در گام های چهارم و پنجم فراترکیب، به مطالعه و استخراج کدها و دسته بندی ها پرداخته شد و در گام ششم، برای تأیید اعتبار کدگذاری، دو سند توسط یکی از اعضای کمیته خبرگان مجدداً کدگذاری شد و شاخص کاپا برای این دو سند، به ترتیب 63/0 و 69/0 به دست آمد. به این ترتیب، در گام هفتم، ۱۷ زیر معیار و ۶ معیار اصلی شامل رفتار مراقب هنگام مشاهده، دلایل مشاهده، سبک مشاهده، نوع محتوای مشاهده شده (بر مبنای سن)، تلویزیون اولیه و ساختار محتوا از عوامل مؤثر و همچنین زمینه ساز تأثیر تلویزیون بر رشد شناختی مخاطب کودک شناسایی و تأیید شد. نتیجه گیری: در حوزه سیاست گذاری، به سازمان های رسانه ای پیشنهاد می شود که در برنامه ریزی های آتی خود، به عواملی از جمله درگیر کردن توجه مخاطب، ارزیابی تجربه تماشای تلویزیون، سرمایه گذاری بر پتانسیل های آموزشی تلویزیون و رویکردهای مربوط به ترکیب سرگرمی با آموزش بیش از قبل تمرکز داشته باشند.Identifying the Factors Affecting the Cognitive Development of the Child Audience through Television with a Meta-Synthesis Approach
ObjectiveMass media and their interaction with the audience increase the necessity of recognizing and paying attention to media policies with a focus on different groups of audiences. One of the main groups that target the media is children. Concerns are particularly raised about children's media leisure time, as the media is known to be one of the inhumane factors that affect a child's upbringing and at the same time affect their health and perception of the environment. The impact of television on children has always been one of the topics that has been considered by parents, psychologists, and media and communication researchers. Television, as one of the powerful media tools, has a great impact on the growth and development of its children's audience by providing a variety of programs and movies. Although watching television can have benefits for children, such as increasing knowledge and awareness about the world, language development, and improving social skills, it may also have negative effects. Cognitive development in children refers to the development of their thinking process, which includes information processing, reasoning power, language development, intellectual development, and memory enhancement. A child's cognitive development also helps them discover and analyze the world around them. Because cognitive development is directly related to the development of the child's brain.Research MethodologyIn this study, which was conducted with the aim of identifying the factors affecting the cognitive development of children's audiences through television, in order to increase the accuracy of the findings, a theoretical sampling method was selected from among all media due to children's use of television. In the first step of the research, the meta-synthesis technique has been applied in 7 stages, which was presented by Sandlewski and Barroso in 2007. In the first stage, the meta-synthesis of research questions was determined, and in the second stage, articles with keywords related to the research question were searched. In the third step, after filtering 415 articles found using the critical evaluation technique, 61 articles related to the research question were obtained. In the fourth and fifth steps of meta-synthesis, the codes and categories were studied and extracted, and in the sixth step, to confirm the validity of the coding, two documents were re-coded by a member of the Committee of Experts, and the Kappa index for these two documents was 0.63 and 0.69, respectively. FindingsThe last step was the analysis of the research findings. In the discussion of the analysis of the findings, 17 sub-criteria and 6 main criteria include the watcher's behavior during observation, the reasons for observation, the style of observation, the type of content observed (based on age), Early television and the content structure were identified and confirmed as effective factors as well as underlying the effect of television on the cognitive development of the child audience. Parental interaction style, parental empathy, verbal interactions related to television, learning versus entertainment, purpose of media use (active versus passive), background television, Daily exposure to the media, regular viewing and the number of times of watching TV were among these sub-criteria. Findings related to growth in skills and information processing were effective. Cognitive development is an interdisciplinary field of study in neuroscience and psychology that focuses on child development in terms of information processing, conceptual resources, perceptual skills, language learning, and other aspects of the adult brain and cognitive psychology. With the child's mental development, his cognitive, emotional and social skills improve. Several factors, including genetics, environmental factors, nutrition, social relationships, emotional support, etc., affect the quality and process of mental development of a child. In the discussion of environmental factors, media such as books, cartoons and communication tools such as games and finally, obviously, television is an effective tool in this field. The purpose of this research is to identify the factors affecting the cognitive development of young children through television, in terms of individual and contextual differences, to further develop our understanding of how digital or new media interact with cognition, Future research should focus on identifying individuals who may be more susceptible to the effects of digital media. By examining differences at the demographic (e.g. age, gender), affective (e.g. engagement, motivation) and cognitive (e.g. ability, experience) levels. Contextual differences may also moderate the cognitive consequences of engaging with digital media.Discussion & ConclusionViewing video content via portable media is significantly different from viewing the same content via television devices in terms of the effects such viewing has on attention and cognitive control. By age three (as opposed to early infancy), children develop the ability to pay attention to, understand, and thus learn from age-appropriate television content. In fact, the findings related to the effect of watching television in childhood on attention and higher cognitive skills are contradictory. Such inconsistencies are due to the important role of the quality of television programs. Many studies suggest that the type of program may be more important than total viewing time, and any association between television and cognition depends on the content and context of viewing. Also, television viewing shifts opportunities. Proponents of this view argue that regardless of the absolute effect of entertainment television viewing on attention during critical periods of development, Watching such programs will have worse consequences because it reduces the amount of time devoted to more enriching activities. The results showed that even exposure to background TV disrupts stable play and reduces the quality and quantity of parent-child interactions, which are very important for language acquisition and the development of cognitive and social skills. Based on these findings, it is suggested to media organizations in the field of policy making, in their future programming, to factors such as engaging the audience's attention, evaluating the experience of watching TV, Investing in the educational potential of television and approaches to combining entertainment with education should focus more than before. In the area of performance of media organizations, it is suggested that transformation approaches should be carried out with a two-sided approach to management of transformation in the organization, transformation in tools, transformation in content production and transformation in the audience. Also, in the field of the audience, the separation from the general and general level should be limited to specific sub-categories such as the children's field.
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