rogramming and feature-length programs whose primary purpose is to sell toys, especially when those toys facilitate imitation of violent or aggressive acts seen on television. Children are unable to evaluate the quality and play value of such products depicted on television. Program-based advertising creates in children an insatiable desire for these single-use toys; children start to believe that they can't play without the specific props seen on television (Carlsson-Paige & Levin, 1990).What can teachers do?Early childhood teachers have a responsibility to assist children in developing skills in nonviolent conflict resolution, to assist children to become critical viewers of all forms of media, and to encourage the constructive use of the media for instilling positive social values. Teachers need to be aware of what is currently being broadcast to children and to inform parents of the impact of violent media on children's development. Unfortunately, the effect of deregulation on the quality of children's television has made it necessary for teachers and parents to be more vigilant that they would have to be if the government and television industry acted more responsibly toward children.Teachers can work with children when themes of television violence appear in their play to facilitate more appropriate problem solving and/or creative, imaginative play. Teachers should inform parents when negative or violent themes appear as a regular part of their children's play and support parents in their efforts to monitor children's viewing habits.As professionals, early childhood educators should share their knowledge of child development and the effects of violent media viewing with legislators and sponsors of children's programming. It is the professional responsibility of early childhood educators to advocate for more developmentally and educationally appropriate programming for children. Teachers need to recognize that media are also a powe...
