Task Description

Step 1: Prepare your oral presentation • Prepare a 7 min presentation on one of the papers you listed in the article matrix assessment from Module 2.

• In the oral presentation assignment you will discuss this paper in detail.

Topic: Does exposure to media violence increase an individual’s likelihood of engaging in violent behaviour?

PLEASE USE THIS PARTICULAR SOURC (as used in the article matrix)

Daly, L. A., & Perez, L. M. (2009). Exposure to Media Violence and Other Correlates of Aggressive Behavior in Preschool Children. (L. G. Katz, J. Mendoza, S. Fowler, & K. Dolan, Eds.) Early
Childhood Research and Practice, 11(2).

THE INFORMATION ADDED IN THE ARTICLE MARTEX IS AT THE BOTTOM OF THE PAGE FYI.

• You need to cover the same points as those covered in the article matrix, but will delve more deeply into a critique of the article.

Please use : images, videos, etc and other pictorial images and information as well as written words in the PowerPoint to support your presentation..

Time Limit : There is a strict time limit of 7 minutes for this assessment.

Format
Make sure you acknowledge the source of all references, images, videos, etc., used in your presentation. For images and videos, report the weblink for the source at the point where it is presented.
For scholarly sources, APA formatted in text citations and a reference list should be supplied as per usual.

PLEASE NOTE: THE INFORMATION BELOW WAS THE INFORMATION THAT WAS WRITTEN IN THE ARTICLE MATREX.

SOURCE
Daly, L. A., & Perez, L. M. (2009). Exposure to Media Violence and Other Correlates of Aggressive Behavior in Preschool Children. (L. G. Katz, J. Mendoza, S. Fowler, & K. Dolan, Eds.) Early
Childhood Research and Practice, 11(2).
RATIONAL
There is mounting research from laboratory settings that show a relationship between exposure to media violence and aggressive behaviour in children. These studies have, however, investigated
single-effect relationships and failed to acknowledge the complexity of factors involved in children’s aggressive behaviours. The present research thus aims to bridge this knowledge gap and
contribute meaningful information about children and the media to the field of early childhood education.

AIM
The primary aim of the present study was to examine whether viewing television violence leads to aggression in preschool children during spontaneous play. A secondary aim of the study was to
investigate the simultaneous multiple variables that influence children’s behaviour.

HYPOTHESES
The first hypothesis is that the images that children watch on television have an influence on their cognitive structures and are thus apparent in play. It is also hypothesized that the child’s
regulatory status has an influence on play behaviours independent of watching media violence.

PARTRICIPANTS
The study involved seven preschools in Lake County, California. Overall, 70 children ranging in age from 36 to 60 months participated in the exercise. 32 of these were females while 38 were males.
The children spent an average of 24.5 hours per week in school and an average of 19.3 hours weekly watching television. 63% of the children were from two-parent families, 36% from single mother
families, and one child had a single father. 30 teachers of whom 29 were female also agreed to participate in the study. These teachers had a mean age of 37 years and had at least 12 units of early
childhood education.

METHOD
The researchers first administered a parent’s survey consisting of 46 questions and a teacher’s survey consisting of 15 questions that provided a background on the parents, teachers, and the
children’s’ preferences. The children’s play behaviour from December 2005 to March 2006 was then videotaped. Each classroom was visited three hours each morning for three days and the information
recorded on the Temperament and Atypical Behaviour Scale (TABS) as well as the Early Childhood Environment Rating Scale-Revised (ECERS-R).

FINDINGS
Linear regression analyses showed that violent content and poor self-regulation were independently and significantly associated with overall aggression. The children’s elf-regulation as well as the
mother’s age were independently and significantly associated with prosocial behaviour. Gender also significantly influenced overall aggressive behavior with girls being less aggressive in school
than boys. The gender preferences were not associated with violent content, and children who watched violent programs alone were twice as verbally aggressive as those who watched the programs in
the company of others.

CONCLUSING/ INMPLACTION
Although linear regression shows an association between violent content and aggressive behaviour in children, the results of the multiple regression analysis did not find a significant
relationship. The study, however, found that poor self-regulation and male gender were strong predictors of overall aggressive behaviour independent of watching violent media. Children who watched
television alone were more verbally aggressive leading to an overall conclusion that children’s relationship with their parents, the behaviour of parents, and the environment at home have a
significant effect on children’s learning and behaviours.

LIMATIONS

The study had some design limitations including the small number of participants that affected the stability and replicability of the multiple regression analyses results. Additionally, the
statistical analysis failed to establish whether aggressive children love watching violent programming more than their counterparts or whether repeated exposure to violent images inclines them to
become aggressive. The study did not also account for whether a change in the media diet would lead to the children behaving differently.