Influence of cinema on education. The influence of animated films on children of younger school age influence animated films on the emotional state of children

06.08.2020

Popkov Yana Sergeevna

Student 3 Bachelor's Course

in the direction: Psychological and Pedagogical Education

Impact on the behavior of children of younger school age of cartoon films

Keywords: junior schoolboy, information space,

multiplication films, animation language.

IN modern society The younger schoolboy is actively involved in its information space. In this regard, the issue of protecting children from the negative impact of information through the development of critical thinking is becoming increasingly relevant. Some aspects of the influence of animated films on the development of children of this age are considered.

The scale of the effect of media on various areas of life of people is increasing every day. In modern information society, we have to deal with large information flows that undoubtedly affect us in a certain way. Man from early childhood involved in the information space. By the time of arrival at school, a child is already familiar with various media: visual (photo, print), audio (sound), audiovisual (cinema, video, television). Depending on the age, children prefer different types of it. So, the press is almost not in demand in preschool and younger school age, children only learn to read, and this process can still be viewed as decoding letters and syllables, and not as a way of full perception of information, which cannot be said about television, video, movies . Special place in the repertoire of children occupy animated films.

Unfortunately, modern multipliers, seeking to expand the audience, very little attention is paid to the artistic and moral side of the content, often limited to only

fascinating plot. Animation today has become increasingly commercialized.

Increasingly began to appear cartoons designed for family viewing ("Shrek 1, 2, 3"; "Cat in boots", "Red Hood against Evil" and many others), including jokes and testicles for adults. However, the cartoon can and should contain not only entertainment moments, but also very important instructive content for children. The uncontrolled "thoughtless" absorption of information by children, due to the lack of formation of mental processes, can lead to very negative consequences. Consider some of them.

The influence of animation on the development of children is manifested in different directions: general mental development (development of cognitive processes, motor, speech development); borrowing of samples and models of behavior and the values \u200b\u200bembodied in them, views; Formation of interests and inconsistencies.

In children who, from early childhood, watch TV for more than an hour, decreases the level of visual-shaped thinking and the amount of memory decreases. As a result, the interest of children to subjects, facts and events becomes superficial, we are primitive. Viewing television, video and cinema is increasingly starting to replace such types of activity characteristic of primary school age as communicating with peers, game, reading. Imitating cartoon heroes, students of younger school age in their speech begin to use the so-called "cool" words: Captin, brainless, deadlock, chopper, bellish, patient, using them as appeals and personal characteristics. IN " Explanatory dictionary Russian language "Edited by S. I. Ozhegova and N. Yu. Swedovaya, all these words are defined as integrined, and many of them are marked as faded, jargon.

The formation of ideas about the language norm and speech culture occurs on the basis of oral speech, the sample of which becomes the language of animation. "The child does not know how to distinguish the fiction from reality. For him, all heroes are absolutely alive and real. And it is them that he will copy in his behavior, intonation, games. "

The development of the will, the desire to achieve the task is broken, because, sitting in front of the screen, the child does not accomplish active actions. Any creative urges are not stimulated, but suppressed. Not doing anything, the child is being taken to get pleasure or testing bright emotions. Children are getting used to passive activities that may in a long-time future cause craving for more dangerous entertainment. This is confirmed by various studies. A. L. Wenger and G. A. Zuckerman During the psychological surveys of younger students, revealed that "the flow of audiovisual information that does not require concentration and mental efforts is most often perceived passively. This over time is transferred to real life, and the child begins to perceive it the same.

And already focus on performing the task, make a mental or volitional effort, more and more difficult. The child gets used to making only what the effort does not require. It is hardly involved in the lessons, with difficulty perceives curriculum. And without active mental activity, the development of nervous connections, memory, associations does not occur.

Psychological mechanisms of animation as a type of art especially affect the consciousness of the child. The cartoon heroes can act as a carrier of a certain emotional state or behavior. For children, ideally positive both art and real behaviors are important to a certain extent. On the screen, negative examples of the heroes can remain without evaluative comments, which looks like approval. A character violating the generally accepted rules, no one punishes. As a result, the child enshrines an idea of \u200b\u200bthe admissibility of such forms

behavior, the standards of a good and bad act, permissible and unacceptable behavior.

Modern cartoons broadcast forms of non-standard gender behavior: male creatures behave like a female representatives and, on the contrary, women put on inappropriate clothes, are of particular interest in the characters like themselves. Scenes of disrespectful attitude towards people, animals, plants are common. In addition, children become immune to danger: "The cartoon demonstrates not only emotional states that are experiencing his heroes, but also forms stereotypes of behavior and permission of situations."

The famous researcher in the field of psychology of perception of the QMS A. Bandura believes that for developing child Demonstrated behavioral models, which presents a wide range of moral conflicts, constitute an integral part of social learning, and, under the influence of learning and modeling, moral standards of behavior are formed to be independent evaluation. Later, they begin to act as internal prohibitions for unacceptable actions. Symbolic modeling affects the development of moral judgments through the fact that it represents the behavior of permissible or reprehensible. The coming of television is extremely expanded the range of models available for observation and children, and adults.

Since the value of the child's value attitudes are not yet enough, it cannot adequately assess the content of the media library. The situation is aggravated by the fact that most often children perceive media texts without any help of adults, and their content does not stand any criticism. Regarding the worldview of the worldview and moral insolvency of most of the broadcast information, as well as the presence of unacceptable violence paintings on the screen and its influence on the children's audience, the K. A. Tarasov, A. V. Fedorov, express their concerns.

Aggression in cartoons is represented by colorful, bright pictures. Scenes with attractive heroes in a beautiful room can be accompanied by murder, fight and other aggressive behaviors. If, based on the existing ideas about the beauty of the "pouring" pictures of the sadism, then these most worked out of the already established views.

Undoubtedly, all negative impacts adversely affect the development of children of younger school age. In the conditions of active and aggressive impact of media, the issue of developing analytical thinking in children is becoming increasingly relevant to the audience. One of the exits of reducing the negative impact of animation on children - the construction of the model and the work program with students on the development of their media competence, in which not only theoretical, but also play an important role practical lessons on animation. So, you can not only reduce to a minimum negative influence Cartoons for development, protect from passive viewing, but also show the child a fascinating world of animation, because today, children have the opportunity to be not only viewers, but also active participants in the creative process to create their own cartoon film. The main pedagogical value of animation is in the universality of its language, which allows organizing a system of comprehensive learning, to solve a wide range of educational and educational tasks. Working on a cartoon, the child turns out to be in the center of creativity.

In the process of performing creative tasks for creating a cartoon in children, imagination is actively developing, a figurative thinking is formed, creative rethinking reality. An animation gives children the opportunity to show their abilities in drawing, modeling, designing (creating characters and scenery), which contributes to the formation of a child's manipulative-motor skills, music

(sound support), speech development (sounding roles), literature (writing scenario), technique (work with various equipment). A positive effect on children of this age can be provided with animation films on the plots of fairy tales. The fairy tale offers a child's images with which he enjoys, imperceptibly assimilating vital information. The fairy tale puts and helps solve moral problems. It is important that the heroes have a clear moral orientation - there were either completely good or completely bad. This is very important to determine the sympathies of the child, to distinguish between good and evil, to streamline his own complex and ambivalent feelings. The child identifies himself with a positive hero. An indicative example is especially important for the child in the younger school age.

Today, the number of animated studios for children has increased significantly. In many respects, this contributes to the availability of technologies, as well as the propaganda of children's animation movement at festivals and in the press.

Modern animation has an ambiguous effect on the child. On the one hand, modern cartoons are increasingly entertaining, some of them are even difficult to call children, as they may contain both rich vocabulary, and the scenes of violence, and model of asocial behavior, which can adversely affect the child. In this case, especially in the absence of explanations and comments of adults, the moral and aesthetic space of cartoons, through which the child absorbs the norms of behavior, can become dangerous for him. On the other, multiplication cinema as a kind of art has an extremely high potential of artistic and aesthetic, moral and emotional impact on children, as well as wide educational and educational opportunities. Before parents and teachers are an important task not only to select positive in terms of form and content of cartoons, but also to fully use in working with

children their pedagogical potential. This is possible with a systematic and targeted media education process in the context of the modern information society.

Thus, the animated films today have become for a child one of the main carriers and translators of the ideas about the world, about the relationship between people and the norms of their behavior that form worldview views from younger students. It is difficult to disagree that the cartoons have a huge impact on children, and especially their behavior. They still do not have any life experience and necessary knowledge, the whole world they know through visual images and sensations. The influence of animated films on the behavior of younger students can be explained by the action of psychological mechanisms: infection, suggestion and imitation. Junior school age is the main period of formation of the worldview. Children tend to imitate seen in cartoons, making ideas about behavior standards, respect for senior, friendship, good and evil, values.

Bibliography

1. Bazhenova, L. M. Schoolboy Media Education (1-4 Classes): Manual for the teacher. M., 2004. 55 p.

2. Bandura, A. Social learning theory. St. Petersburg., 2000. 427 p.

3. Wenger, A. L. Psychological examination of younger students / A. L. Wenger, G. A. Zuckerman. M., 2005. 359 p.

4. Ozhegov, S. I. Dictionary of the Russian Language / Ed. ChL-Corr. Academy of Sciences of the USSR N. Yu. Swedovaya. M., 1989. 750 p.

5. Olshansky, D.V. Psychology of the masses. Masters of psychology. St. Petersburg., 2001. 368 p.

6. Tarasov, K. A. Violence in the cinema: attraction and repulsion // Testing competition. M., 1997. P. 74-97.

7. Usov, Yu. N. Basics of screen culture. 9. A. V. Sharikov If doubt, M., 1993. 378 p. keys. Regarding the propaganda of violence on

8. Fedorov, A. V. Rights of the child and the problem on the screen // Culture. 2000. December 7 P. 4. Violence on the Russian screen. Taganrog, 2004.

Polyakova T.Yu. one

1 Taganrog State Pedagogical Institute named after A.P. Chekhov

1.Muhina V.S. Child psychology. M.: 1985. 272c.

2.Sobkin VS, Treaschaeva K.N. Gaming preferences of modern preschoolers (based on parents survey) // Psychological science and education. No 2. M.: 2011.

3. Melkozörova E.V. Possibilities of animation as a type of modern art when training and education of preschoolers. The site of the journal of scientific publications of graduate students and doctoral students. Access mode: http://www.jurnal.org/articles/2008/ped27.html

The younger school age is called the peak of childhood. As the researchers say this is the most significant period. personal Development. Modern periodization of mental development covers the period from 6-7 to 9-11 years. During this period, a worldview is formed, which includes the definition of values, the concepts of good and evil, the norms of social behavior are assisted.

Mukhina V.S. He writes: "Samples of behavior for children serve, first of all, adults themselves are their actions, relationships. The most significant impact has a behavior of his surrounding close people on a child. He is inclined to imitate, adopt their manners, borrow their assessment of people, events, things. However, the case is not limited to loved ones. A sample for a child can also serve as the behavior of peers, approved and popular in the children's group. Finally, samples presented in the actions of fabulous characters endowed with those or other features are considerable importance.

Modern children face fabulous heroes on the pages of books, on television screens when watching feature films, but most often, animated films. Thus, the cartoon today became for a child one of the main carriers and translators of ideas about the world, about the relationship between people and the norms of their behavior that form worldview views from younger students.

Sobyn V.S., Treaschaeva K.N., considering the structure of the activities of younger schoolchildren, noted that this activity has changed fundamentally. "Several years ago, the main classes of children of this age were games, drawing, modeling and reading, listening to fairy tales. Currently, all these types of activities are largely displaced by watching cartoons. According to sociologists, from 20 to 40% of the entire free time, the child preschooler holds the television screen. "

It is difficult to disagree that the cartoons have a huge impact on children. They still do not have any life experience and necessary knowledge, the whole world they know through visual images and sensations.

Melkozerov E.V. Notes that "the cartoon has a number of the following features: brightness and imagery; brevity and dynamics of changing images; the presence of real and fantastic, kind and evil forces; Animism (an index of inanimate objects, empowering animals and plants with human abilities). "

The influence of animated films on younger students can be explained by the action of psychological mechanisms: infection, suggestion and imitation.

After analyzing popular cartoons, among children of younger school age, you can allocate several below the following plots with positive qualities:

The ability to be friends, respect and love for neighbor, mutual assistance, mutual execution. ("Winnie Pooh", "The Adventures of the Cat Leopold" and others);

Friendliness, independence, business. ("Three from Prostokvashino" and others);

Diligence, tolerance, acquiring a loved one, friend. ("Cinderella", "Rapunzel", etc.);

Love for parents and children, family value. ("King Lion", "In Search of Nemo", etc.);

Conversely, the negative sides of the plot that negatively affect the child:

The main characters of the cartoon are aggressive, they seek to harm others. The consequence of viewing such a cartoon can be the manifestation of cruelty, ruthlessness and aggression. ("Tom and Jerry", "Kotopin", "Happy Forest Friends" - cartoon full of "black" humor);

Dangerous children's forms of behavior are demonstrated, to repeat which is impractical, dangerous. Viewing such examples for imitation can turn into a child with a decrease in the threshold of sensitivity to danger, which means potential injuries. ("Spiderman", "Kung Fu Panda", etc.).

It must be remembered that visual images affect the child is much stronger, so the parent need to be understood how cartoons affect the formation of worldview views. For this you need:

After watching the cartoon, talk with the child about what he made, realized, realized.

Watch the game of the child generated by the cartoon.

Compare whether the division of positive and negative heroes is coincided with the Cartoon, with how it represents a child.

Summing up can be allocated that the youngest school age is the main period of formation of the worldview. Children tend to imitate seen in cartoons, making ideas about behavior standards, respect for senior, friendship, good and evil, values. It is necessary to realize that the cartoon is a poor toy and not the most best time Transactions, a good cartoon for a child should be a holiday, a reward, and by no means the only source of formation of the worldview!

Scientific Director: Varaksin V.N., Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Personal Psychology, Professor of the Russian Academy of Natural Science.

Bibliographic reference

Polyakova T.Yu. The influence of cartoons on the formation of worldview views of younger schoolchildren // International Journal of Experimental Education. - 2014. - № 6-1. - P. 18-19;
URL: http://expeducation.ru/ru/Article/View?id\u003d4917 (Date of handling: 04.01.2020). We bring to your attention the magazines publishing in the publishing house "Academy of Natural Science"

Role fiction In the upbringing and training of children preschool age. The impact of animated films on the development of preschool children. Studying the impact of fiction and films on the development of preschool children. The purpose of the work is: to confirm or disprove the importance of the use of fiction films in the upbringing and training of preschool children.

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Introduction

There is an opinion that on the basis of the facts resulting from observations of the kids in the process of reading fiction, watching movies, etc., you can figure it out in children's psychology. Are such judgments legitimate? Will the facts mined in the process of human life experience and the facts obtained as a result of research of psychologists?

Artistic literature has a huge impact on the mental and aesthetic development of the child. Her role is great in the development of preschoolers. This issue was comprehensively studied by domestic and foreign educators, psychologists, linguists (K. D. Ushinsky, L. S. Vygotsky, C. A. Rubinstein, V. S. Mukhina, and others). Along with fabulous heroes, gradually in the informational and informative world of kids penetrated the animation heroes of films and cartoons. Preschoolers often borrow samples of behavior presented in the actions of fairy-tale characters endowed with those or other features. Modern preschoolers face fabulous heroes on the pages of books, on television screens when watching feature films and, most often, animated films.

Objective: Confirm or refute the significance of the use of fiction, films in the education and training of preschool children.

Tasks of work:

1. To analyze the research of teachers, psychologists, linguists on the topic "The role of fiction and films in the upbringing and training of children of preschool age."

2. To carry out a practical study of the problem.

3. Analyze the results of the study and draw conclusions.

1. The role of fiction in the upbringing and education of preschool children.

Artistic literature opens and explains the child the world of human relationships and feelings, life of society and nature. She develops the thinking and imagination of the child, summarizes his emotions, gives excellent samples of Russian literary language, Developing the ability to finely feel the shape and rhythm of the native language.

Artistic literature must accompany the person from the first years of his life.

Familiarity with fiction should occur using literary works of different genres. It is necessary not only to teach children to listen to fairy tales, stories, poems, to draw the attention of children not only on the content of the literary work, but also on some features of the literary language (figurative words and expressions, interesting epithets and comparisons).

In the current current conditions, the book almost lost the same value from the parents, and television actively displaces it from children's life.

Primary school teachers say that often small students do not really like poems, show a weak interest in fiction. Explanations to this should be sought in children's garden.

Acquaintance of children of preschool age with child artistic literature will contribute to the development of different sides of the speech of children under the following conditions:

properly selected fiction in accordance with the age and interests of the child.
targeted use of fiction in different types Activities.
proper organization of collaboration with parents.

The choice of literary works for preschoolers must be approached carefully. The problem of selection of literary works for children's reading is one of the most important and complex problems of pedagogy. There was a long time ago, the disputes that preferably read children and how to define a circle of child reading are: what topics and genres should occupy the dominant position, what is the specific of the influence of the children's book on the identity of the child; whether psychologist in the children's book will admit; How many literary works should learn a child through preschool age; What is a children's "readiness", which should be included in the circle of mandatory reading of the preschooler and others.

The thoughtful selection of books for children's reading is determined by the fact that inevitably affects the literary development of the child, the formation of reader experience at the stage of preschool childhood, to raising attitudes towards the book. Interest in the book appeared in early years, Helps the child in the future when he masters independent reading, overcomes all the difficulties in order to experience the joy of opening a new one.

Well known to the motion strength of the children's book. The child seeks to imitate the heroes that he is pretty. Plots of literary works are transferred to children's games. Living in the game Life of your favorite heroes, children join their spiritual and moral experience. This confirms that by the correct selection of books, it is possible to have a beneficial effect on the moral formation of the child's personality, on the formation of its spiritual values.

A good children's book introduces the kid into the world of artistic images, gives the first and therefore the strongest impressions of the beautiful. The specificity of the literature is that the means of expressing artistic content is the unique language image to which the kid stretches unconsciously, attracted by its beauty, an extraordinaryness. This encourages the child to repeat a bright live word, to the game in a word, with the result that the latter becomes the property. The book improves the content of the child's speech, enriches and grinds her form.

Children's literature today is rich in composition and content. In our country, for children, works of the oral creativity of the peoples of different countries are published; works of Russian and foreign classics; Children's books of modern domestic and foreign authors. Fully cover all this wealth is impossible. The principles developed in the pedagogical science are developed in the pedagogical science that help to avoid subjectivity make it possible to give an objective assessment of books from the point of view of their content and artistic advantages.

Therefore, in the selection of literary works, it is necessary to see what positive concept the author puts forward. The ideological orientation of the children's book should answer the tasks of moral education. The book is designed in specific images to disclose the ideals of justice, good, honesty, courage, compassion in front of the child; To form the right attitude towards people, to yourself, to their rights and duties, actions, to work, to nature, etc. The best literary works created for children, without excessive dodactism, form a moral attitude to reality from the child, carry a whole program of positive forms Conduct in which this attitude is manifested and expressed.

Addressing in his works to children, writers give them a system of moral landmarks in a complex, diverse world (L.N. Tolstoy. "Kitten", "Filippok"; K. Shukovsky "Moydodyr"; S. Marshak "Story about an unknown hero"; A. Barto "Toys" and others).

The carrier of the spiritual culture of the people is also classic literature. Reading the child of the works of A.S. Pushkin, N.A.Nekrasov, L.N. Tolstoy, A.P.hehhova, M.M. Prishvin and other Russian writers. Underworld for its spiritual formation.

K. D. Ushinsky emphasized that the literature with which a child is found for the first time, should introduce it "into the world of people's thought, a folk feeling, folk life, in the field of the People's Spirit." Such a literature adopting the child of the spiritual life of his people, primarily the works of oral folk creativity in all its diversity: Pestech, Pottushki, Riddles, Captures, Shooting, Proverbs, sayings, spells, fairy tales, etc. The works of folklore with their content and form in the best possible way They meet the tasks of the upbringing and development of the child, are adapted to children's needs. They introduce the baby in the element folk words, reveal its wealth and beauty. Folklore forms a sense of belonging to his people, his culture, a sense of native language from the child. The works of Russian folklore, starting with lulled songs, flowing and ending with fairy tales, proverbs, give children lessons for life: the lessons of physical and moral cleanliness (driving "Voddy, Voddy ...", the rods "Tsarevna" frog "), hardworking, kindness (" Havroshchka "," Sister Alyonushka and Brother Ivanushka "etc.), friendship, warmth in relations, mutual assistance (" Rust, "Lisa and Hare", "Cat, Rooster and Fox", etc.).

2. The impact of animated films on the development of preschool children.

Modern animation has a number of the following features: brightness and imagery; brevity and dynamics of changing images; the presence of real and fantastic, kind and evil forces; Animism (an index of inanimate objects, endowing animals and plants by human abilities).

The influence of animated films on preschoolers can be explained by the action of psychological mechanisms: infection, suggestion and imitation.

Infection is the process of transmitting an emotional state from one individual to another. With regard to preschool children, cartoon characters can act as a carrier of a certain emotional state or behavior. The cartoon film contributes to the immersion of the child into a special emotional state, makes it possible to emotionally contact with the characters, in which the child is for the age of age in need.

The suggestion is the impact on a person, verbal or non-verbal means, which cause certain states, create some sensations, form views. The cartoon demonstrates not only emotional states that are experiencing his heroes, but also forms stereotypes of behavior and permission of situations. Its imagery and brightness enhances the suggestion, because meets the needs of the preschooler.

The next mechanism is imitation. Imitation is followed by any example, sample. The preschooler imitation is extremely developed, since in this period, the most important mechanisms of behavior are developing through imitation. In this regard, preschoolers imitate the behavior of cartoon heroes and use ways to resolve situations demonstrated in cartoons. Moreover, the behavior of the cartoon heroes is perceived as proper and natural.

Mukhina V.S. Notes: "Some children (especially boys) in preschool age are internally focus on a negative standard in behavior. In their real acts, they behave in accordance with social expectations, but at the same time are often emotionally identifiable with people (or with characters) for which negative forms of behavior are characteristic. "

In general, it can be noted that the cartoon films form in children the primary ideas about the good and evil, the standards of good and bad behavior. Through a comparison of himself with his favorite heroes, the child has the opportunity to learn how to perceive himself positively, to cope with his fears and difficulties, respect to others. The events taking place in the cartoon allow you to raise children: raise awareness, develop thinking and imagination, form a worldview.

"Cheburashka and Crocodile Gena" (1969-1983), "Crumb of Raccot" (1974), "Bureau of Finds" (1982), "Smurfs" (1981-1990, Belgium, USA), "Adventure of Luntika and his friends" (2006 , Russia), "Valiant. Pernation Special Forces "(2005, USA) - the ability to be friends, altruism, respect and love of neighbor, mutual assistance, mutual execution.

"Three from Prostokvashino" (1980), "Adventure of Domomanka Kuji" (1982), - friendliness, independence, business.

"Cinderella" (1979) - hardworking, tolerance, acquiring a loved one, friend.

"Mammoth Mammoth" (1981), "In Search of Nemo" (2003 USA, Australia) - love for parents and children, the value of the family.

However, the plots of modern cartoons often contain completely native components: fights, death, murder, criminal disassembly. For example: "Transformers", "Man - Spider", "Superman", "Ninja Turtles". The main characters of such cartoons are aggressive, they seek to harm others, often crumpled or kill other characters, and the details of the tough, aggressive relationship repeated many times, disclosed in detail. The consequence of viewing such a cartoon can be the manifestation of cruelty, ruthlessness, aggression by the child in real life. Deviant behavior The cartoon heroes are not punished by anyone. As a result, the preschooler enshrines an idea of \u200b\u200bthe admissibility of such forms of behavior, the standards of a good and bad act, permissible and unacceptable behavior.

Dangerous for the life of the child's forms of behavior are demonstrated, which are inexpedient in real validity, dangerous. Viewing such examples for imitation can turn into a child with a decrease in the threshold of sensitivity to danger, which means potential injuries. In such cartoons, scenes of disrespectful attitude towards people, animals, plants are common. Showing unpunished mockery, for example, over old age, weakness, helplessness, weakness. The effect of systematic viewing of such cartoons is manifested in the form of cynical statements, indecent gestures, obscene behavior, rudeness of the child. Sometimes uncompatient, and sometimes even ugly heroes are used. According to V.S. Mukhina, for the child, the appearance of cartoon dolls is of particular importance. Positive characters should be pretty or even beautiful, and negative - on the contrary. In the case when all the characters are terrible, ugly, terrible, regardless of their role, the child has no clear landmarks to evaluate their actions.

3. Conducting a study of the influence of fiction and films on the development of preschool children.

Studies of scientists have shown that the reading of fiction and watching cartoons has a significant impact on the development of the preschooler. We will study in order to prove either refute this hypothesis.

We interviewed senior group kindergarten - 10 children. The first question was to find out the preferences of children between reading a book and watching a cartoon. 6 out of 10 children wanted to watch the cartoon, the other 4 - they said that they would like to watch the cartoon, and read a new book.

The next question There was a question about the favorite literary or kinogery. 7 people called favorite cartoon heroes, two called literary heroes, 1 - found it difficult to answer.

The third question was the question affecting the frequency of reading literary works and watching cartoons. All children unanimously answered that the cartoons look every day. Regarding books - there was no unambiguous answer. 3 people read literary works with parents every day, 4 - on weekends. The remaining 3 people answered that they rarely read. The final question was the question of the moral and ethical qualities of children. We asked the guys to choose from the list of qualities, it was those that everyone should possess. In the first place turned out to be friendliness, kindness, physical strength (as it turned out, this quality children often refer to the quality of character).

Based on the study, we conclude that fiction and cartoons make a huge contribution to the development of future schoolchildren, it lays out the foundations of moral and ethical concepts in children, teaches children of socialization, adaptation in society.

Note that viewing cartoons pushed the reading literature to the second plan, which negatively affects cognitive activity preschoolers. Children do not want to think about literary works, preferring to them watching cartoons. To do this, we offer to compile a special educational program for children of preschool age, which will include in most part children's literary works, which are aimed at developing the cognitive activity of children, and also hold games for the same purpose.

For example, the game "Good - bad"

In this game, the subject that shows the educator should be considered from different points of view. It is necessary to find its positive sides and negative. All consider a toy truck.

First, positive qualities are allocated: you can carry loads; Wheels rotate well. Then negative qualities are distinguished: the truck does not start, the body does not rise; etc.

You can use plot role-playing games. Finger, "Interview". With the help of readings, the "journalist" is selected, the remaining players distribute roles. "Journalist" at this time is in another room and does not see who choose which image to himself. Then the host explains the guys the rules of the game:

"Imagine that a journalist arrived in the fabulous country and is trying to interview its inhabitants. To determine who is who, a journalist intends to ask everyone very cunning questions or ask them to fulfill his task."

But note that in the course of the action to ask directly "Who are you?" "Journalist" can not. "Residents" of the country as long as he communicates with someone, should live with his usual life: someone to catch up with someone ("wolf" "kids"), someone to conjure something ("Yaga" and " fairy"). At the same time, bad characters should, if possible, hide their real essence.

We also recommend reading the work with an open end or read the child's work not to the end, offering him to assume or come up with a probable end of the plot. After the baby suggests his version, read the work to the end and discuss the proposed versions.

Conclusion

In the course of the work, a hypothesis about the influence of fiction and cartoons on the comprehensive development of preschoolers was proved. It has been proven that fiction and correctly selected cartoons contribute to the development of attention, cognitive activity, the development of the moral and moral qualities of the child.

A practical study showed that the viewing of cartoons pushed the reading literature into the second plan, which had a negative impact on the development of interest in learning and knowledge in children. To eliminate this consequence, a complex of games and events aimed at the intensification of attention and cognitive activity from preschoolers were proposed. It was revealed that the cartoon is one of the significant factors of influence on the child of preschool age, so parents need to be responsible to the question of selecting relevant works for watching for a child.

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Sokolova M.V. The characters of modern cartoons in the games and toys of children [Text] / Sokolova M.V // Psychological Science and Education. 2011. №2. - C. 68-74
Ushakova O.S. Program for the development of the speech of children of preschool age in kindergarten - M.: Sphere, 2008-56 p.
Ushshinsky k.d. Selected pedagogical writings. 2nd ed. Doraby. - M.: Enlightenment, 2001. - 657 p.

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	Interesting the question of the origins of aggression in young people. Butever writes that children are usually conflict in the world of interpersonal relations for fears and aggression in children. The basis of interpersonal relations in children is usually a family. Thus, the main source of any feeling and emotion, including aggression.

The influence of animated films on preschoolers can be explained by the action of psychological mechanisms: infection, suggestion and imitation.

Mukhina V.S. Notes: "Some children (especially boys) in preschool age are internally focus on a negative reference in behavior. In their real deeds, they behave in accordance with social expectations, but often emotionally identifies with people (or with characters) for which characteristic Negative forms of behavior. "

"Cheburashka and Crocodile Gena" (1969-1983), "Crumb of Raccot" (1974), "Bureau of Finds" (1982), "Smurfs" (1981-1990, Belgium, USA), "Luntik's adventure and his friends" (2006 , Russia), "Valiant. Pernation Special Forces" (2005, USA) - the ability to be friends, altruism, respect and love of neighbor, mutual assistance, mutual execution.

"Three from Prostokvashino" (1980), "Adventure Domomanka Kuji" (1982), - friendliness, independence, business.

"Cinderella" (1979) - hardworking, tolerance, acquiring a loved one, friend.

"Mammoth Mammoth" (1981), "In Search of Nemo" (USA 2003, Australia) - love for parents and children, family value.

However, the plots of modern cartoons often contain completely native components: fights, death, murder, criminal disassembly. For example: "Transformers", "Man - Spider", "Superman", "Ninja Turtles". The main characters of such cartoons are aggressive, they seek to harm others, often crumpled or kill other characters, and the details of the tough, aggressive relationship repeated many times, disclosed in detail. The consequence of viewing such a cartoon can be the manifestation of cruelty, ruthlessness, aggression by a child in real life. The deviant behavior of the cartoon heroes is not punished by anyone. As a result, the preschooler enshrines an idea of \u200b\u200bthe admissibility of such forms of behavior, the standards of a good and bad act, permissible and unacceptable behavior.

To understand the peculiarities of the formation of the behavior of younger students, it is absolutely not enough to be limited to the consideration of the mechanisms of these processes within only educational institutions. The formation of norms, samples of social behavior, personal ideals occurs in a complexly organized sociocultural space, where, along with such institutions, as a school and family, an important, and sometimes leading, the role belongs to the media (media).

Moreover, the study of media, computer technologies and communications is in context social problems Education, it seems particularly important today, since it sets specific angle to consider both general sociocultural changes in the information environment and to understand the transformation of the fundamental social functions of the education itself. Similar consideration of the media in the context of social functions of education (and especially socialization processes) makes it possible to completely in particular, not only the role of the media in the socialization processes, but also the nature of the education itself. In other words, the principle of the proposed approach is that for understanding modern education As a special social institution, it is necessary to consider it in cooperation with other social institutions, also affecting socialization processes.

The great opportunities of the character of mass communication are currently due to; First, the powerful development of modern means of transmitting information (billions of newspapers and magazines, millions of radio receivers, televisions, tape recorders, the spread of cable and satellite communications, introduction of video equipment); Secondly, democratization processes and the development of freedom in our country, where the media play a key role in [Petrov N.E., 2011].

Due to changes in the public life of the country, the main purpose of the mass communication today becomes the formation of a personal relationship in people to reality, to the content of the transmitted information, the development of a certain social position, which integrates the qualities of the person and gives a certain focus of its activities.

By classification A.S. Schoolbird in socio-pedagogical terms are significant than mass communication functions:

Informative: printing, television, radio, cinema are focused on the need of people in obtaining a variety of facts and data on interesting phenomena and public events. With the help of media, we constantly learn about life in our country and abroad, scientific discoveries and sports achievements, news of science and art, etc.

Regulatory: Using the media, norms and samples of behavior in society are promoted, the value system is approved. In this regard, the media act as an important public regulator of the vital activity of people.

Socio-problem: the media acquains every person as a member of society to the most important issues of modern times. At the same time, the desire of spectators, listeners, readers should be aware of public opinion, discuss pressing problems and questions that are worried about millions of people.

Integrative: media combine the masses around the ideas currently existing in political system Our country, form people with common views, positions, assessments of certain events, create a psychological tone in society.

Entertainment and compensatory: rest in front of the screen, in the cinema, with the magazine in the hands allows you to relax after a working day or academic time, change the emotional background and at the same time get a charge of the lack of bright impressions in real life. This media function is particularly significant for school age, as it allows to reduce the emotional dissatisfaction peculiar to it.

Background: Radio, television, sound recording allow many people to avoid loneliness. The child in the family, which prepares the lessons for the "accompaniment" of the blue screen or a tape recorder - a phenomenon that has long become absolutely usual [teeth Yu.S., 2010].

It seems to be correct to state that the entertaining and compensatory and background functions of the media have increased due to the superficial perception of socially significant information, which puts the problem of forming a critical attitude towards mass information processes in our society before teachers. That is, the media mainly fulfill the function of entertainment - this is, for the most part, does not carry genuine culture. Cultures in everything: external view, views on the world, tastes, speech.

Television for wide circles of viewers and, especially, for young people is the first channel of distribution of norms, values, tastes, including in the field of culture. Television is a massive, popular encyclopedia of cultural life [Nomov R.S., 2010].

Studying life on television, children absorb certain models of behavior, unfortunately through an adventure or criminal genre. Hence inadequate behavior, most often aggressive, with varying degrees of severity of aggression - anger, quarrel, a fight. The child at this age wants to have his hero who can imitate that you can talk about. And usually such a hero comes from the screen, which most often the result is not personal, but the mass selection of idols [Petrova N.E., 2011].

It should be borne in mind that the specifics of the structure of ideals of younger schoolchildren are such that they are presented as an unrelated integer, in which the quality of individuals are not separated from the actions. Children and adolescents - individuals who have not yet established, without a steady life position. Not knowing genuine values, they easily take imaginary values, false, which leads to the loss of spiritual culture.

"For many years of observations on the spiritual development of the same students from the younger schoolboy to maturity convinced me," writes V.A. Sukhomlinsky in his book "Heart I give to children", "that the spontaneous, unorganized impact on children of cinema and television does not contribute, but rather harms the right aesthetic education" [Sukhomlinsky V.A., 2009].

One of the most invisible catastrophes of the present century is the Antigero syndrome, which destroyed all our heroes and left us without role models of real patriots. Antigeroi, antipameras have become for many young people role models. The media is a powerful tool impact on minds, they are strong. Modern youth is literally injured by antipedagogic.

Human environment plays a huge role. Because of what respects with environmental It is located depends on the formation of personality. Only actively and fully participating in the system of social relations, the roles that have to be executed in life are absorbed.

Preparation of a person to implement a role or another can be carried out only after the presentation of a person about this role. Such ideas are formed on the basis of real life observations, in the process of communication, as well as under the influence of the media.

The vital activity of a person is implemented simultaneously with the world of nature and in the information environment specific for human society with its development and operation mechanisms. A characteristic feature of the information environment of society is that in a wider context of all human civilization there is a constant and rapid expansion, carried out by the same person (individuals, groups of people, organizations identified by social institutions, etc.). Especially the ravenly expansion of the information environment of society occurs lately, and the rates are growing.

In addition, the characteristic feature of the information environment of society is that in its integrated form and diverse, often quite bizarre combinations are simultaneously functioning information that adequately reflects the existing world, as well as a deformed, distorted information. This is due to the complexity of the process of the knowledge and incompleteness of our knowledge about the world, and the perpetuity, the subjectivity of the people of it generating, often the abuse of information processes when ignoring the damage caused by their actions to other people. For the emerging identity of the younger schoolchildren in a specific way, organized abuse of the information environment acts as a peculiar instrument of planting children's souls.

Allocation of information and psychological safety of the identity of junior schoolchildren from the general problematics of information and psychological safety as an independent direction is determined by the following main reasons:

Firstly, in connection with the transition to the information society, an increase in the scale and complication of information flows and the entire information environment, its influence on the human psyche has many times, and the pace of this effect is rapidly increasing. This determines the need to form new mechanisms and means of human survival as a person and an active social entity in modern society.

Secondly, the fact that the main and central target of informational influence is a schoolboy with a faster psyche [Smirnov A.A., 2012].

The choice of television, namely, cartoon and artistic films, is due to the discussion due to the fact that printed products: newspapers, magazines, books, etc. Younger students are practically not read, therefore, their influence on them is small, and the TV (video) children of this age Groups are watching regularly.

In the average family, the TV is running up to 7 hours a day: each family member accounts for 4 hours. Two of every three evening programs contains the plots of violence (threats, beating or murder). By the end of the secondary school, the child brings about 8,000 scenes on television with killings and 100,000 other actions using violence [Schneider L.B., 2008].

Does this value? Does the television facility of criminal plots in the prime time to reproduce those models of behavior that are depicted in them? Or the viewer, is replaced by participating in aggressive actions, is exempt from aggressive energy?

The last idea, being a variation of the Cathastise, claims that the viewing of scenes of violence helps people release the aggression drunk inside. The defenders of the mass culture often refer to this theory and remind us that violence has appeared before television. Disputes continue so far. However, the fact that television provides us with a large selection of violence samples. Observing them on television:

Leads to strengthening aggressiveness;

Increases the threshold of the sensitivity of the audience to violence;

Forms inadequate views on social reality.

To study the influence of television on aggressiveness, researchers use experimental and correlation methods (W. Bels, A. Bandura, L. Berkovits, R. Gin, Yu.A. Kurdyukova, E.V. Lidskaya, M.O. Mdivani, LV . Matveyeva, A.G. Danilova, etc.). Studies show than more violence in transmission, the more aggressive baby becomes. This connection is moderately pronounced, but it is constantly detected.

The conclusions made by the researchers listed are that television is one of the reasons that determine social violence. Children who see a lot of violence on televisers, slopes to justify aggressive behavior, they also increase the threshold of sensitivity to aggression in real life, and they are less slopes to try to help the victim.

Parents intervention in this case is not always constructive. Parents can turn off the TV, but cannot "turn off" the influence of television. Pedagogical aspect The situation is not in the discussion of that "as bad", but in how to teach schoolchildren to resist this.

According to research, younger schoolchildren watching a lot of TV both in the presence of parents and in their absence. Most parents limit the child in watching television programs, as they represent that viewing a large number of programs is reflected in the development of children and their behavior.

The more children watch TV, the smaller they have creative thinking, since television provides ready-made, easily interpretable images. Look inside the telecast replaces socially desirable activities (reading, preparation homework or sports). It was proved that the more time the child spends the TV, the less time he pays to reading books. There is another opinion: children who read little, in the end, begin to watch TV anymore. For little reading children, an hour spent on watching TV naturally replaces some kind of activity, but this hour children still would not spend on reading.

As for physical development, the TV views also lead to a decrease in the time drawn to sports. Children, spending a long-standing lifestyle for a long time, are often eaten while watching TV shows. The results of the influence of television depend not only on the quantity, but also from what kind of programs are watching children. In the animated films broadcast on our television, there is a conflict, a fight, battle, shootout, murder, that is, elements of aggressive behavior and violence.

Like every potent means, depending on the dose, the television and good and kind of reception may be evil. Properly organized, built according to the impact on a person, television can be great and for mental, and for physical health.

Junior school age is one of the most difficult periods in human ontogenesis. During this period, the root restructuring of previously established psychological structures occurs, but new education arises, the foundations of conscious behavior are laid, the general focus is emerging in the formation of moral ideas and social attitudes. On the one hand, for this complicated stage, negative manifestations of the child, the disharmony of the structure of the personality, the coagulation of the previously established interest system, protesting the nature of the behavior in relation to adults. On the other hand, the younger school age is characterized by a large number of positive factors - the independence of the child is increasing, significantly more diverse and informative becomes its relationship with other children and adults, the sphere of activity is significantly expanding and qualitatively changes, the responsible attitude towards oneself and other people is developing.

The media are capable not only to manage the tastes of younger students, but also impose their "ideals." The child is not yet focused in modern cinema, so it is very important that it was at this moment that a person who is versed in modern cinema and music, ready to tell you the right choice.

Television, media generally have a high psychological and pedagogical potential. Competent, reliable, trustworthy, altruistic in character, modern in the form of the program are able to form the skills of positive behavior in younger students.

BIBLIOGRAPHY

1. Akimova M.K. Psychophysiological features of the individuality of schoolchildren: Accounting and correction: Tutorial / M.K. Akimova, V.T. Kozlova. - M.: Academy, 2011. 160 p.

2. Baranova E.A. Diagnosis of cognitive interest in younger students and preschoolers: educational and methodical manual / E.A. Baranova. - SPb.: Speech, 2010. 128 p.

3. Blonsky P.P. Psychology of the younger schoolboy. Selected Psychological Works / P.P. Blonsky. - M.: Fashion, MPSI, 2010. 632 p.

4. Age and pedagogical psychology: Reader: Tutorial / Sost. I.V. Dubrovina and others - M.: IC Academy, 2011. 368 p.

5. Volkov B.S. Age-related psychology. From younger school age to the youth. Tom (part) 2: Tutorial / B.S. Volkov, N.V. Volkov. - M.: Vlados, 2010. 343 p.

6. Kulagina I.Yu. Psychology of Development and Age Psychology: A full life cycle of human development: Tutorial / I.Yu. Kulagin, V.N. Kolyutsky. - M.: Triksta, Acad. Project, 2011. 420 p.

7. Leontiev A.N. Lectures in general psychology / A.N. Leontyev. - M.: IC Academy, 2012. 511 p.

8. Maksakova V.I. Theoretical Fundamentals and Methods of Education of Junior Schoolchildren: Tutorial / V.I. Maksakova. - M.: Vlados, 2009. 238 p.

9. Mukhina V.S. Age Psychology: Development Phenomenology, Childhood, Advocacy: Textbook / V.S. Mukhin. - M.: Academy, 2011. 656 p.

10. Nomov R.S. Psychology. General Basics of Psychology Tom (part) 1: Tutorial / R.S. Nobes. - M.: Vlados, 2010. 687 p.

11. Nomov R.S. Psychology. Psychodiagnostics. Tom (part) 3: Tutorial / R.S. Nobes. - M.: Vlados, 2012. 739 p.

12. New plot role-playing games for younger preschool children: Target Walking Conditions Cases Manufacturing Attributes to Games / N.V. Krasnoshekova. - Rostov-on-Don: Phoenix, 2011. 205 p.

13. Obukhova L.F. Age psychology: textbook for bachelors / L.F. Obukhov. - M.: Yurait, 2013. 460 p.

14. Petrova N.E. Language of Modern Media: Tools of Speech Aggression: Tutorial / N.E. Petrova, L.V. Ratsibourg. - M.: Flint, Science, 2011. 160 p.

15. Problems of information culture / under. ed. Yu.S. Zubova, I.M. Andreva. - M.: Enlightenment, 2009. 246 p.

16. Ryukhov P. Television for children as a means of socializing personality // Materials of the conference "Humanitarian education in Siberia" / P. Ryukhov. - Novosibirsk: Publishing House of NSU, 2011. 211 p.

17. Smirnov A.A. Security information security In the conditions of the Company's virtualization: Monograph / A.A. Smirnov. - M.: Uniti-Dana, 2012. 159 p.

18. Schneider L.B. Deviant behavior of children and adolescents / L.B. Schneider. - M.: Academic project, Triksta, 2008. 336 p.

/ D.B. Elkonin. - M.: Academy. 2011. 384 p.

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The influence of animated and artistic films on the behavior of children of younger school age.

Moreover, the study of media, computer technologies and communications is in the context of social problems of education, it seems particularly important today, since it sets specific angle for consideration of both general sociocultural changes in the information environment and to understand the transformation of the fundamental social functions of the education itself. Similar consideration of the media in the context of social functions of education (and especially socialization processes) makes it possible to completely in particular, not only the role of the media in the socialization processes, but also the nature of the education itself. In other words, the principle of the proposed approach is that to understand modern education as a special social institution, it is necessary to consider it in cooperation with other social institutions, which also affect the processes of socialization.

By classification A.S. Schoolbird in socio-pedagogical terms are significant than mass communication functions:

Informative: printing, television, radio, cinema are focused on the need of people in obtaining a variety of facts and data on interesting phenomena and public events. Using the media, we constantly learn about life in our country and abroad, scientific discoveries and sports achievements, news and art news, etc.

Integrative: The media combines the masses around the ideas currently existing in the political system of our country, form common views, positions, assessments of certain events, create a psychological tone in society.

Background: Radio, television, sound recording allow many people to avoid loneliness. Child in the family preparing the lessons under the "accompaniment" of the blue screen or tape recorder– The phenomenon that has long been absolutely usual [teeth Yu.S., 2010].

It seems to be correct to state that the entertaining and compensatory and background functions of the media have increased due to the superficial perception of socially significant information, which puts the problem of forming a critical attitude towards mass information processes in our society before teachers. That is, the media mainly perform the function of entertainment– This, for the most part, does not carry genuine culture. Cultures in everything: appearance, views on the world, tastes, speeches.

Television for wide circles of viewers and, especially, for young people is the first channel of distribution of norms, values, tastes, including in the field of culture. A television– This is a massive, popular encyclopedia of cultural life[Nomov R.S., 2010].

Studying life on television, children absorb certain models of behavior, unfortunately through an adventure or criminal genre. Hence inadequate behavior, most often aggressive, with a different degree of severity of aggression– Anger, quarrel, fight. The child at this age wants to have his hero who can imitate that you can talk about. And usually such a hero comes from the screen, being most often the result is not personal, but the mass selection of idols [Petrova N.E., 2011].

It should be borne in mind that the specifics of the structure of ideals of younger schoolchildren are such that they are presented as an unrelated integer, in which the quality of individuals are not separated from the actions. Children and teenagers– Persons have not yet established, without a sustainable life position. Not knowing genuine values, they easily take imaginary values, false, which leads to the loss of spiritual culture.

"For many years of observations on the spiritual development of the same students from the younger student to maturity convinced me."– Writes V.A. Sukhomlinsky in his book "Heart I give to children",– "That the spontaneous, unorganized impact on children of cinema and television does not contribute, but rather harms the right aesthetic education" [Sukhomlinsky V.A., 2009].

One of the most invisible catastrophes of this century– This is the syndrome of Antigero, who destroyed all of our heroes and left us without role models of real patriots. Antigeroi, antipameras have become for many young people role models. media– Powerful tool impact on minds, they are strong. Modern youth is literally injured by antipedagogic.

Human environment plays a huge role. Because of what ways with the environment it is, the formation of personality depends. Only actively and fully participating in the system of social relations, the roles that have to be executed in life are absorbed.

Secondly, the fact that the main and central target of informational influence is a schoolboy with a faster psyche [Smirnov A.A., 2012].

In the average family, the TV is running up to 7 hours a day: each family member accounts for 4 hours. Two of every three evening programs contains the plots of violence (threats, beating or murder). By the time of the end of high school, the child brings about 8,000 scenes on television with killings and 100,000 other actions using violence [Schneider L.B., 2008].

Leads to strengthening aggressiveness;

Increases the threshold of the sensitivity of the audience to violence;

Forms inadequate views on social reality.

The conclusions made by the researchers listed are that television is one of the reasons that determine social violence.Children who see a lot of violence on televisers, slopes to justify aggressive behavior, they also increase the threshold of sensitivity to aggression in real life, and they are less slopes to try to help the victim.

Parents intervention in this case is not always constructive. Parents can turn off the TV, but cannot "turn off" the influence of television. The pedagogical aspect of the situation is not in the discussion of "how bad it is", but in how to teach schoolchildren to withstand it.

The more children watch TV, the smaller they have creative thinking, since television provides ready-made, easily interpretable images. Look inside the telecast replaces socially desirable activities (reading, preparing homework or sports). It was proved that the more time the child spends the TV, the less time he pays to reading books. There is another opinion: children who read little, in the end, begin to watch TV anymore. For little reading children, an hour spent on watching TV naturally replaces some kind of activity, but this hour children still would not spend on reading.

BIBLIOGRAPHY

1. Akimova M.K. Psychophysiological features of the individuality of schoolchildren: Accounting and correction: Tutorial / M.K. Akimova, V.T. Kozlova. - M.: Academy, 2011. 160 p.

2. Baranova E.A. Diagnosis of cognitive interest in younger students and preschoolers: educational and methodical manual / E.A. Baranova. - SPb.: Speech, 2010. 128 p.

3. Blonsky P.P. Psychology of the younger schoolboy. Selected Psychological Works / P.P. Blonsky. - M.: Fashion, MPSI, 2010. 632 p.

4. Age and pedagogical psychology: Reader: Tutorial / Sost. I.V. Dubrovina and others - M.: IC Academy, 2011. 368 p.

5. Volkov B.S. Age-related psychology. From younger school age to the youth. Tom (part) 2: Tutorial / B.S. Volkov, N.V. Volkov. - M.: Vlados, 2010. 343 p.

6. Kulagina I.Yu. Psychology of Development and Age Psychology: A full life cycle of human development: Tutorial / I.Yu. Kulagin, V.N. Kolyutsky. - M.: Triksta, Acad. Project, 2011. 420 p.

7. Leontiev A.N. Lectures for general psychology / A.N. Leontyev. - M.: IC Academy, 2012. 511 p.