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1. Watch at least four hours of TV that is available to school-age children (~grades 1-5). Watch a
variety of programs that may be presented throughout the day and select programs that provide a
representative sampling of what TV (or streaming media) has to offer.
2. For each show that you watch, keep a record of the following (include this tracking in an
appendix as evidence of your observations; this appendix does not count toward your assignment
page limit):
a. The gender identity of each character in lead roles
b. The ethnic or cultural identity represented by characters in lead roles (you may choose to
focus on ethnic/racial identities or other identities such as language identity)
c. The prosocial behaviors modeled by the characters (by gender and ethnic/cultural
identity), including nurturance, empathy, problem solving, helping, praising, sharing and
conflict resolution.
d. The antisocial behaviors modeled by the characters (by gender and ethnic/cultural
identity), especially the use of physical force, verbal aggression, addictive behavior, and
deceit
e. The operant outcomes of the various behaviors modeled by the characters. For example,
is “____ action” more likely to be reinforced in males or females? In characters of
particular ethnic/cultural backgrounds?
Write up your analysis, addressing the following issues (tables and figures can be used):
1. Create a table of the programs that you watched for this observational activity. Include the name
of the program, duration, and a brief description of each program’s plot. This table should be
included as an appendix, not part of your analysis, along with the tracking data.
8
2. Was there a difference in how often male, female, and other gender-identified characters played
lead roles in the various programs? Was there a difference the ethnic/cultural identities
represented by the lead characters? If so, what impact do you feel this has on school-age viewers?
3. Describe the various behaviors and consequences of the behavior you viewed on the programs
and discuss the impact these observations might have on school-age viewers. Be sure to support
your assertions using course material (or external sources).
a. How often was aggressive behavior modeled by male/female/another characters? By
characters of different ethnic/cultural identities? When aggressive behavior occurred,
which group(s) were more likely to use physical force? Nonphysical force?
b. How often were prosocial behaviors (helping, praising, sharing) modeled? Were there
differences by gender or ethnic/cultural identity?
c. What were the consequences of aggression in the programs you watched? Was aggressive
behavior positively or negatively reinforced? Was there a difference by identity in the
consequences of aggression?
d. What were the consequences of prosocial behaviors in the programs you watched? Was
prosocial behavior positively or negatively reinforced? Was there a difference by identity
in the consequences of prosocial behavior?
4. What differences did you observe in how individuals were portrayed by identity (gender
differences, ethnic/cultural differences) in the various categories of TV programs? For example,
were male and female characters in “educational programs” portrayed differently from those in
cartoons and realistic programs? What impact does this have on school-age viewers?
5. Write an analysis that summarizes the portrayals you observed in the television programs and the
implications on children’s learning and development. Be sure to use course material in this
analysis.
a. How was gender identity was typically portrayed in the programs you watched and what
are the implications of these gender portrayals on children’s development?
b. How was ethnic/cultural identity typically portrayed in the programs you watched and
what are the implications of these cultural portrayals on children’s development?
c. How were prejudicial attitudes or stereotypes reinforced in the programs you watched
and what are the implications of these stereotypes and prejudices on children’s
development?
6. Write a paragraph that summarizes your reaction to the programming you observed and the
implications for children’s development of identity and social relationships.
7. Include a bibliography of your sources8
2. Was there a difference in how often male, female, and other gender-identified characters played
lead roles in the various programs? Was there a difference the ethnic/cultural identities
represented by the lead characters? If so, what impact do you feel this has on school-age viewers?
3. Describe the various behaviors and consequences of the behavior you viewed on the programs
and discuss the impact these observations might have on school-age viewers. Be sure to support
your assertions using course material (or external sources).
a. How often was aggressive behavior modeled by male/female/another characters? By
characters of different ethnic/cultural identities? When aggressive behavior occurred,
which group(s) were more likely to use physical force? Nonphysical force?
b. How often were prosocial behaviors (helping, praising, sharing) modeled? Were there
differences by gender or ethnic/cultural identity?
c. What were the consequences of aggression in the programs you watched? Was aggressive
behavior positively or negatively reinforced? Was there a difference by identity in the
consequences of aggression?
d. What were the consequences of prosocial behaviors in the programs you watched? Was
prosocial behavior positively or negatively reinforced? Was there a difference by identity
in the consequences of prosocial behavior?
4. What differences did you observe in how individuals were portrayed by identity (gender
differences, ethnic/cultural differences) in the various categories of TV programs? For example,

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