The Influence of Movies to the Learning Domains of Children
INFLUENCE OF MOVIES TO THE LEARNING DOMAINS OF CHILDREN
RESEARCHERS:
ANDRADA, DYESEBEL
PAGLINAWAN, WILLIAM MEL
UDTOHAN, JOVEN
CHAPTER I
THE PROBLEM AND ITS SETTING
This chapter presents the problem of the study and its setting. It consists of the introduction which presents the rationale and the background of the study, statement of the problem, significance or the importance of the study and the definition of terms and scope and delimitation.
Introduction
Movies or motion pictures are considered as a mode of entertaining the audience in fact they are the most popular medium watched by all. People often watched movies because, aside from entertainment, it also provides ideas and information required by the people that can educate the public. Many people goes to movie houses and watch movies at home as a bonding moment with their loved ones during their leisure time. As parents they consider this as a time to spend and to talk with their children and as part of their healthy lifestyle, it also gives parents a little breathing space which can result in a child’s developing language, cognitive skills and a social tool to learn their interest.
However, most parents are in a dilemma when it comes to deciding what films they should allow their children to see. At the same time, there are some others who do not feel the need to assess what kind of films their children watch. (Rupal Patel, 2008). There’s a need to assess as to what movie should children watched because children’s film leave a profound footprint today on the personalities and development of child’s emotional, cognitive and social development. (Wendy Simons, 2001).
It is proven internationally that film for young minds have increasing amounts of watching movies or the level of exposure to movies. Thus, this passive lifestyle of absorbing movies on a weekly basis or even daily basis shapes and molds a child’s thinking and even personality. It teaches them life-lessons that might, more
RESEARCHERS:
ANDRADA, DYESEBEL
PAGLINAWAN, WILLIAM MEL
UDTOHAN, JOVEN
CHAPTER I
THE PROBLEM AND ITS SETTING
This chapter presents the problem of the study and its setting. It consists of the introduction which presents the rationale and the background of the study, statement of the problem, significance or the importance of the study and the definition of terms and scope and delimitation.
Introduction
Movies or motion pictures are considered as a mode of entertaining the audience in fact they are the most popular medium watched by all. People often watched movies because, aside from entertainment, it also provides ideas and information required by the people that can educate the public. Many people goes to movie houses and watch movies at home as a bonding moment with their loved ones during their leisure time. As parents they consider this as a time to spend and to talk with their children and as part of their healthy lifestyle, it also gives parents a little breathing space which can result in a child’s developing language, cognitive skills and a social tool to learn their interest.
However, most parents are in a dilemma when it comes to deciding what films they should allow their children to see. At the same time, there are some others who do not feel the need to assess what kind of films their children watch. (Rupal Patel, 2008). There’s a need to assess as to what movie should children watched because children’s film leave a profound footprint today on the personalities and development of child’s emotional, cognitive and social development. (Wendy Simons, 2001).
It is proven internationally that film for young minds have increasing amounts of watching movies or the level of exposure to movies. Thus, this passive lifestyle of absorbing movies on a weekly basis or even daily basis shapes and molds a child’s thinking and even personality. It teaches them life-lessons that might, more