The Good and Bad Effects of TV on Children

The bad news is, the majority of experts think that a TV/video-driven culture has bad effects on
kids and may prevent kids from being smart. They cite the following:

TV provides no educational benefits for a child under age 2. Worse, it steals time for
activities that actually develop her brain, like interacting with other people and playing.
A child learns a lot more efficiently from real interaction with people and things, rather
than things she sees on a video screen.

TV viewing takes away the time that your child needs to develop important skills
like language, creativity, motor, and social skills. These skills are developed in the kids
first two years (a critical time for brain development) through play, exploration, and
conversation. Your kids language skills, for example, do not improve by passively
listening to the TV. It is developed by interacting with people, when talking and listening
is used in the context of real life.

TV viewing numbs your kids mind as it prevents your child from exercising initiative,
being intellectually challenged, thinking analytically, and using his imagination.

Copyright 2015 RaiseSmartKid.com

Television offers lots of benefits to kids:

Because of its ability to create powerful touchstones, TV enables young people to share
cultural experiences with others.

TV can act as a catalyst to get kids readingfollowing up on TV programs by getting

books on the same subjects or reading authors whose work was adapted for the programs.

Television can teach kids important values and life lessons.

Educational programming can develop young childrens socialization and learning skills
http://mediasmarts.ca/television/good-things-about-television
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Students Proficiency in English Language

Abstract
This is a descriptive research of a correlation type where 120 students were sampled from a college
of education to find out the relationship between proficiency in English language and academic
performance among students of science and technical education. Findings revealed that there is
correlation between proficiency in English language and academic performance of students in
science and technical education; students in technical education performed better than their
counterpart in science education; students who passed English language performed better than
those who failed both in science and technical education. Some recommendations were suggested
at the end of the study.
Keywords: science education, technical education, English proficiency, correlation, academic
performance
American Journal of Educational Research, 2013 1 (9), pp 355-358.
DOI: 10.12691/education-1-9-2
Received September 04, 2013; Revised October 08, 2013; Accepted October 17, 2013
Copyright 2013 Science and Education Publishing. All Rights Reserved.

The nature of language proficiency

Publisher: Cambridge University Press

Print Publication Year: 1990

Theoretical background
Since ancient times, philosophers and psychologists have debated appropriate ways of
conceptualizing the nature of language proficiency and its relationship to other constructs (e.g.,
intelligence). The issue is not just an abstract theoretical question, but one that is central to the
resolution of a variety of applied educational issues. Educational policies based on hypotheses
about how language proficiency develops as a function of different classroom treatments, different
experiences in the environment, and different social contexts clearly imply certain conceptions about
what it means to be proficient in a language.

The context for our investigation of the nature of language proficiency will be described briefly in
relation to the applied, theoretical, and methodological considerations that influenced the
conceptualization and implementation of the study.