Analysis of Characters in Cartoons and Fantasy Animations Within the Scope of Addiction and its Effect on Children

Öz

Cartoons known as children's favorite programs, characters in fantastic animations are among the programs and characters that they experience continuously from the first days of their lives. Because children have fictional worlds and such content appeals to them. This causes them to enjoy listening to fairy tales, watching cartoons, and playing video games. Although the reasons for children to follow cartoons and fantastic animated characters are still debated, the common view is that children do not fully distinguish between fantastic situations and reality. Thinking that fantastic animated characters or heroes are real can affect children's belief in fantastic events, affecting young children's development, behavior, and daily activities. It is stated that problems that may arise can continue until adulthood when the necessary precautions are not taken by detecting them in the early period. In this research, it is aimed to analyze cartoons and fantastic animation characters within the scope of addiction and to evaluate their effects on children within the scope of cognitive, physical, social, and emotional development. It is aimed to integrate the data specified in the literature on the subject and to make some suggestions within the framework of the information obtained.

Anahtar Kelimeler

• Animation
• Cartoon
• Child
• Fantastic Character

Çizgi Film ve Fantastik Animasyonlardaki Karakterlerinin Bağımlılık Kapsamında Analizi ve Çocuklar Üzerindeki Etkisi

Öz

Çocukların en sevdiği programlar olarak bilinen çizgi filmler, fantastik animasyonlardaki karakterler, hayatlarının ilk günlerinden itibaren sürekli olarak deneyimledikleri programlar ve karakterler arasındadır. Çünkü çocukların kurgusal dünyaları vardır ve bu tür içerikler kendilerine cazip gelmektedir. Bu durum onların masal dinlemekten, çizgi film izlemekten ve video oyunları oynamaktan hoşlanmalarına neden olmaktadır. Çocukların çizgi filmleri ve fantastik animasyon karakterlerini takip etme nedenleri hala tartışılsa da yaygın görüş çocukların fantastik durumlar ve gerçek arasında tam bir ayrım yapamamalarından kaynaklandığıdır. Fantastik animasyon karakterlerinin veya kahramanlarının gerçek olduğunu düşünmek çocukların fantastik olaylara olan inancını etkileyerek küçük çocukların gelişimini, davranışlarını ve günlük aktivitelerini etkileyebilir. Ortaya çıkabilecek sorunlar, erken dönemde tespit edilerek gereken önlemler alınmadığında problemlerin yetişkinliğe kadar devam edebileceği belirtilmektedir. Bu araştırmada, çizgi film ve fantastik animasyon karakterlerinin bağımlılık kapsamında analizi ve çocuklar üzerindeki etkilerinin bilişsel, fiziksel, sosyal ve duygusal gelişim kapsamında değerlendirmesi amaçlanmıştır. Konuyla ilgili alanyazında belirtilen verilerin bütünleştirilmesi ve elde edilen bilgiler çerçevesinde birtakım önerilerde bulunulması hedeflenmiştir.

Anahtar Kelimeler

• Animasyon
• Çizgi Film
• Çocuk
• Fantastik Karakter

Kaynakça

1. Woolley JD, Ghossainy ME. Revisiting the fantasy-reality distinction: children as naïve skeptics. Child Dev 2013; 84(5): 1496–1510.
2. Piaget J. The Child’s Conception of Physical Causality. London: Routledge & Kegan Paul, 1929.
3. Martarelli CS, Mast FW, Läge D, Roebers CM. The distinction between real and fictional worlds: investigating individual differences in fantasy understanding. Cogn Dev 2015; 36: 111–126.
4. Erdoğan S, Baran G. A study of parents regarding television watching habits of their children in the four-six age group. Soc Sci 2008; 3(3): 245–248.
5. Gonçalves S, Ferreira R, Conceição EM, et al. The impact of exposure to cartoons promoting healthy eating on children’s food preferences and choices. J Nutr Educ Behav 2018; 50(5): 451–457.
6. Huston AC, Wright JC, Marquis J, Green SB. How young children spend their time: television and other activities. Dev Psychol 1999; 35(4): 912–925.
7. Öztürk C, Karayağız Muslu G. Okul öncesi dönemdeki çocukların televizyon izleme durumları ve bunu etkileyen incelemesi. Milli Eğitim Derg 2007; 175: 116–128.
8. Kalan ÖG. Medya okuryazarlığı ve okul öncesi çocuk: ebeveynlerin medya okuryazarlığı bilinci üzerine bir araştırma. İstanbul Üniversitesi İletişim Fakültesi Hakemli Derg 2010; 1(39): 59–73.

9. Adak N. Bir sosyalizasyon aracı olarak televizyon ve şiddet. Bilgi Derg 2004; 30: 27–38.
10. Middleton Y, Vanterpool SM. TV cartoons: do children think they are real. ERIC 1999; ED437207: 1–13.
11. Klein H, Shiffman KS. Messages about physical attractiveness in animated cartoons. Body Image 2006; 3(4): 353–363.
12. Li H, Boguszewski K, Lillard AS. Can that really happen? Children’s knowledge about the reality status of fantastical events in television. J Exp Child Psychol 2015; 139: 99–114.
13. Bourchier A, Davis A. Individual and developmental differences in children’s understanding of the fantasy-reality distinction. Br J Dev Psychol 2000; 18(3): 353–368.
14. Bourchier A, Davis A. The influence of availability and affect on children’s pretence. Br J Dev Psychol 2000; 18(1): 137–156.
15. Sayfan L, Lagattuta KH. Scaring the monster away: what children know about managing fears of real and imaginary creatures. Child Dev 2009; 80(6): 1756–1774.
16. Samuels A, Taylor M. Children’s ability to distinguish fantasy events from real-life events. Br J Dev Psychol 1994; 12(4): 417–427.
17. Ekici FY. Çizgi filmlerin çocuklar üzerindeki etkilerine ilişkin çok boyutlu bir değerlendirme. Türk-İslam Dünyası Sos Araştırmalar Derg 2015; 2(5): 70–84.
18. Akyüz E. Çocuğun Bilgi Edinme ve Zararlı Yayınlara Karşı Korunma Hakkı. I. Türkiye Çocuk ve Medya Kongresi Bildiriler Kitabı, 2013: 115–132.
19. Mares M-L, Pan Z. Effects of Sesame Street: a meta-analysis of children’s learning in 15 countries. J Appl Dev Psychol 2013, 34(3): 140–151.
20. Kostyrka-Allchorne K, Cooper NR, Simpson A. The relationship between television exposure and children’s cognition and behaviour: a systematic review. Dev Rev 2017; 44: 19–58.
21. Christakis DA, Zimmerman FJ, DiGiuseppe DL, McCarty CA. Early television exposure and subsequent attentional problems in children. Pediatrics 2004; 113(4): 708–713.
22. Nathanson AI, Aladé F, Sharp ML, et al. The relation between television exposure and executive function among preschoolers. Developmental Psychology 2014; 50: 1497–1506.
23. Shin N. Exploring pathways from television viewing to academic achievement in school age children. J Genet Psychol 2004; 165(4): 367–382.
24. Baydar N, Kağitçibaşi Ç, Küntay AC, Gökşen F. Effects of an educational television program on preschoolers: variability in benefits. J Appl Dev Psychol 2008; 29(5): 349–60.
25. Roberts DF, Bachen CM, Hornby MC, Hernandez-Ramos P. Reading and television: predictors of reading achievement at different age levels. Communic Res 1984; 11(1): 9–49.
26. Carrick N, Quas JA. Effects of discrete emotions on young children’s ability to discern fantasy and reality. Dev Psychol 2006; 42(6): 1278–1288.
27. Robinson TN, Wilde ML, Navracruz LC, Haydel KF, Varady A. Effects of reducing children’s television and video game use on aggressive behavior: a randomized controlled trial. Arch Pediatr Adolesc Med 2001; 155(1): 17–23.
28. Özmert EN, İnce T, Pektas A, Özdemir R, Ückardes Y. Behavioral correlates of television viewing in young adolescents in Turkey. Indian Pediatr 2011; 48(3): 229–231.
29. Huesmann LR, Moise-Titus J, Podolski C-L, Eron LD. Longitudinal relations between children’s exposure to TV violence and their aggressive and violent behavior in young adulthood: 1977-1992. Dev Psychol 2003; 39(2): 201–21.
30. Pagani LS, Fitzpatrick C, Barnett TA, Dubow E. Prospective associations between early childhood television exposure and academic, psychosocial, and physical well-being by middle childhood. Arch Pediatr Adolesc Med 2010; 164(5): 425–431.
31. Wright JC, Huston AC, Murphy KC, et al. The relations of early television viewing to school readiness and vocabulary of children from low-income families: the early window project. Child Dev 2001; 72(5): 1347–1366.
32. Hancox RJ, Milne BJ, Poulton R. Association of television viewing during childhood with poor educational achievement. Arch Pediatr Adolesc Med 2005; 159(7): 614–618.
33. Verlinden M, Tiemeier H, Hudziak JJ, et al. Television viewing and externalizing problems in preschool children: the generation r study. Arch Pediatr Adolesc Med 2012; 166(10): 919–925.
34. Yousef S, Eapen V, Zoubeidi T, Mabrouk A. Behavioral correlation with television watching and videogame playing among children in the United Arab Emirates. Int J Psychiatry Clin Pract 2014; 18(3): 203–207.
35. Kirsh SJ. Cartoon violence and aggression in youth. Aggress Violent Behav 2006; 11(6): 547–557.
36. Bandura A. Influence of models’ reinforcement contingencies on the acquisition of imitative responses. J Pers Soc Psychol 1965; 1(6): 589–595.
37. Hicks DJ. Effects of co-observer’s sanctions and adult presence on imitative aggression. Child Dev 1968; 39(1): 303–309.
38. Cantor J, Wilson BJ. Media and violence: intervention strategies for reducing aggression. Media Psychol 2003; 5(4): 363–403.
39. American Academy of Pediatrics. Children, adolescents, and television. Pediatrics 2001; 107(2): 423–426.