An Investigation of Psychosocial Effects of Early Childhood Television Viewing on The Social Development of Children From Selected Primary Schools in Kibra Sub-County, Nairobi County, Kenya

Abstract

In recent times, television has become an integral part of the daily lives of children worldwide. As millions of children keep viewing television they are likely to acquire sedentary behaviours which are linked to various health issues as well as imitate behaviours especially potentially negative behaviours from violent or inappropriate content. This brings forth a growing concern about its potential impact on the social development of children. This study therefore sought to investigate the psychosocial effects of early childhood television viewing on the social development of children in Kibra subcounty, Nairobi County, Kenya. Specifically, the study sought to understand the impact of educational programs, violent programs, entertainment programs, and the moderating effect of family background on the social development of children. The study was grounded on the social learning theory and the cultivation theory. The study utilized a descriptive survey research design. This study’s population was children 4-12 years old who are currently enrolled in public and private primary schools in Kibra subcounty, Nairobi County. The study adopted stratified random sampling, drawing from 100 parents and 4 teachers associated with the 4 selected schools; 2 private and 2 public primary schools in Kibra Sub County. The study utilized both unstructured interview schedules and structured questionnaires in the data collection. The analyzed data was presented using charts and tables. The correlation tests confirmed the existence of a moderate positive and significant relation between educational programs, entertainment, and the social development of children. They also revealed a weak positive and insignificant relation between violent programs and the social development of children and a strong positive and significant relation between family background and the social development of children. Regression analysis established that there was a positive and significant relationship between early childhood television viewing and the social development of children. Regression results revealed that educational programs have a positive and significant effect on the social development of children. The study also found that violent programs and child entertainment programs have insignificant effects on the social development of children. The regression findings revealed that family background has a significant effect on the social development of children. Findings from qualitative data analysis showed that children’s television viewing habits influenced their behaviour in school. Participants observed that children who watch educational programs exhibit improved communication, cooperation, and empathy. Participants further expressed concerns about the exposure to violent content, although they noted that the impact was less significant than anticipated. The teachers also identified both positive and negative influences of entertainment programs on children’s behaviour and social development. Teachers reported that children from households where parents actively monitored and discussed television content displayed better social behaviour. The study therefore recommended that parents should be encouraged to actively select and monitor the educational content their children watch. The study further recommended that parents and educators should evaluate the content of child entertainment programs to ensure they are age-appropriate and contribute positively to creativity and imagination. The study also suggests that families should be encouraged to engage in discussions about television content and its potential impact on behaviour.