Picking and choosing the best TV for young viewers

By L. Murbandono Hs

HILVERSUM, the Netherlands (JP): Children have always been victims of TV programs aired for adults. In a seminar held by Indosiar TV station early this month, Marwah Daud Ibrahim said that children can learn positive things from electronic media, but at the same time they are also exposed to its negative effects (Kompas, Oct. 7, 1997).

She suggested television stations make children's TV programs a top priority. Budgets for 10,000 children's programs are said to have been allocated by the government. So, these programs should start this year.

Is this good? Yes and no. We could really benefit supposing the target is reached and we really have 10,000 children's programs that are informative, educative and entertaining.

But is this really possible? Considering the formidable work that must be done to fine tune programs to suit children's needs, we may find our young ones at best confused, dazed and stunned.

What kind of children's TV programs will they be? Who will produce them? Will these programs actually be accurate and objective? Will any parameters be set to judge the relevance of these programs to our children's needs?

Before this dream of quality TV for children can become reality, it is important that parents have a basic cultural- philosophical attitude towards television watching by their children.

Television is powerful. And its power has to be faced with a strong sense of judgment. Otherwise, it can distort our children's perception of the world. TV programming is changing constantly with sex and violence becoming more and more prominent. Our children have easy access to sex and violence through TV and there is reason to worry that they are increasingly taught by example to idolize these attributes in their lives as they grow older.

The most important thing is that a family's attitude toward TV has to be concrete and practical. In a family perspective, seven important steps should be taken into account.

First, children should ask their parents' permission to watch TV and not be allowed to just casually see if anything sparks their interest. Each time this is done, parents reinforce the principle that the family watches specific shows, not just whatever is on.

Establish family guidelines for selecting programs. Children should be made to understand the value and the reasons for program choices. Set limits on how many TV programs the family watches.

Some experts suggest that preschoolers should only view an hour or so a day, and that older children should be limited to a maximum of two hours a day. Once a family determines the right limits to TV watching, they should stick to them.

Second, choose programs together. Take time once a week to review TV program guides for the week ahead. Check channel listings for programs with themes and subjects pertaining to family guidelines.

Third, look for programs that offer other perspectives, principles or images children do not usually see on TV. For example, shows where nonviolence is shown to triumph over violence, or in which individuals are not always seeking money, sex or power. Different viewpoints are helpful to children's education. When a selected program is over, turn the TV off.

Fourth, make TV watching an interactive family event. TV does not have to end family interaction. Watch it together, and use every opportunity to talk about what is being watched. TV can stimulate conversation about topics that can be difficult for some families to discuss, such as feelings about divorce or appropriate sexual behavior.

Fifth, let children hear about good values in a non- threatening way. Make a particular point of responding to sexism, racism and unnecessary violence, but remember to stress positive portrayals on television as well.

Six, plan special viewing times with children and let TV expand and enlarge the family's world. Look ahead for programs which will stimulate children's imaginations and watch them together. Then find related books, magazines and information to help continue the learning process.

Seven, be cautious when judging if a program is suitable or not. An educational program should contain a clear description of its aims, feature nonsexist, nonviolent and nonracial language, and be easy to understand while being communicative and fun.

In a national perspective, the new information age has seen a dawning in advocacy for a healthy media environment for our children. While television is still the main entertainment medium for pre-teenage children and families, new information technology is rapidly becoming an everyday part of children's lives.

More than ever, parents, educators and others concerned with children need to support the efforts of organizations which monitor different media, gather research on its effects on families and act on community concerns.

Children should have access to a wide range of quality TV material made specifically for them, particularly local productions, that promote their development, health and well being.

TV watchdog organizations which monitor TV shows and promote healthy programs should strive to stimulate and maintain public interest in suitable TV programs for children, promote the use of TV education in primary and secondary schools, and develop community participation which could influence legislation concerning children's TV programs. They should also advocate for children's needs in relation to the media, make program submissions to broadcasting stations, and lodge complaints on behalf of concerned parents and other members of the community should unsuitable programs air during prime-watching hours for children.

Such organizations should also collect and research data on the effects of TV sex and violence on children. Parents should also contribute to this process by voicing concerns and opinions related to specific programs in order to develop a social consensus on what is appropriate. Psychological research relating to children and violence could also be a source to contribute to this consensus.

Community organizations could be created to produce regular newsletters, a range of pamphlets and other publications to help guide parents regarding upcoming programs or other issues relating to TV viewing. Other services could include renting out specially selected children's entertainment videos for schools or children's groups, providing community seminars, and developing educational packages for widespread distribution in schools, libraries, child care centers, health institutions and professional associations.

In short, communities throughout Indonesia should get involved in the education of our children by making the tools for our children's education as effective as possible. TV stations, government agencies and communities can all join hands to guide our future generations on their road to understanding.

The writer is a senior journalist and producer on humanities at Radio Wereldomroep, Hilversum, the Netherlands.