ORAL PRESENTATION

Task Description Step 1: Prepare your oral presentation • Prepare a 7 min" rel="nofollow">in presentation on one of the papers you listed in" rel="nofollow">in the article matrix assessment from Module 2. • In the oral presentation assignment you will discuss this paper in" rel="nofollow">in detail. Topic: Does exposure to media violence in" rel="nofollow">increase an in" rel="nofollow">individual's likelihood of engagin" rel="nofollow">ing in" rel="nofollow">in violent behaviour? PLEASE USE THIS PARTICULAR SOURC (as used in" rel="nofollow">in the article matrix) Daly, L. A., & Perez, L. M. (2009). Exposure to Media Violence and Other Correlates of Aggressive Behavior in" rel="nofollow">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 poin" rel="nofollow">ints as those covered in" rel="nofollow">in the article matrix, but will delve more deeply in" rel="nofollow">into a critique of the article. Please use : images, videos, etc and other pictorial images and in" rel="nofollow">information as well as written words in" rel="nofollow">in the PowerPoin" rel="nofollow">int to support your presentation.. Time Limit : There is a strict time limit of 7 min" rel="nofollow">inutes for this assessment. Format Make sure you acknowledge the source of all references, images, videos, etc., used in" rel="nofollow">in your presentation. For images and videos, report the weblin" rel="nofollow">ink for the source at the poin" rel="nofollow">int where it is presented. For scholarly sources, APA formatted in" rel="nofollow">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" rel="nofollow">in Preschool Children. (L. G. Katz, J. Mendoza, S. Fowler, & K. Dolan, Eds.) Early Childhood Research and Practice, 11(2). RATIONAL There is mountin" rel="nofollow">ing research from laboratory settin" rel="nofollow">ings that show a relationship between exposure to media violence and aggressive behaviour in" rel="nofollow">in children. These studies have, however, in" rel="nofollow">investigated sin" rel="nofollow">ingle-effect relationships and failed to acknowledge the complexity of factors in" rel="nofollow">involved in" rel="nofollow">in children’s aggressive behaviours. The present research thus aims to bridge this knowledge gap and contribute meanin" rel="nofollow">ingful in" rel="nofollow">information about children and the media to the field of early childhood education. AIM The primary aim of the present study was to examin" rel="nofollow">ine whether viewin" rel="nofollow">ing television violence leads to aggression in" rel="nofollow">in preschool children durin" rel="nofollow">ing spontaneous play. A secondary aim of the study was to in" rel="nofollow">investigate the simultaneous multiple variables that in" rel="nofollow">influence children’s behaviour. HYPOTHESES The first hypothesis is that the images that children watch on television have an in" rel="nofollow">influence on their cognitive structures and are thus apparent in" rel="nofollow">in play. It is also hypothesized that the child’s regulatory status has an in" rel="nofollow">influence on play behaviours in" rel="nofollow">independent of watchin" rel="nofollow">ing media violence. PARTRICIPANTS The study in" rel="nofollow">involved seven preschools in" rel="nofollow">in Lake County, California. Overall, 70 children rangin" rel="nofollow">ing in" rel="nofollow">in age from 36 to 60 months participated in" rel="nofollow">in the exercise. 32 of these were females while 38 were males. The children spent an average of 24.5 hours per week in" rel="nofollow">in school and an average of 19.3 hours weekly watchin" rel="nofollow">ing television. 63% of the children were from two-parent families, 36% from sin" rel="nofollow">ingle mother families, and one child had a sin" rel="nofollow">ingle father. 30 teachers of whom 29 were female also agreed to participate in" rel="nofollow">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 admin" rel="nofollow">inistered a parent’s survey consistin" rel="nofollow">ing of 46 questions and a teacher’s survey consistin" rel="nofollow">ing 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 mornin" rel="nofollow">ing for three days and the in" rel="nofollow">information recorded on the Temperament and Atypical Behaviour Scale (TABS) as well as the Early Childhood Environment Ratin" rel="nofollow">ing Scale-Revised (ECERS-R). FINDINGS Lin" rel="nofollow">inear regression analyses showed that violent content and poor self-regulation were in" rel="nofollow">independently and significantly associated with overall aggression. The children’s elf-regulation as well as the mother’s age were in" rel="nofollow">independently and significantly associated with prosocial behaviour. Gender also significantly in" rel="nofollow">influenced overall aggressive behavior with girls bein" rel="nofollow">ing less aggressive in" rel="nofollow">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" rel="nofollow">in the company of others. CONCLUSING/ INMPLACTION Although lin" rel="nofollow">inear regression shows an association between violent content and aggressive behaviour in" rel="nofollow">in children, the results of the multiple regression analysis did not fin" rel="nofollow">ind a significant relationship. The study, however, found that poor self-regulation and male gender were strong predictors of overall aggressive behaviour in" rel="nofollow">independent of watchin" rel="nofollow">ing violent media. Children who watched television alone were more verbally aggressive leadin" rel="nofollow">ing 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 learnin" rel="nofollow">ing and behaviours. LIMATIONS The study had some design limitations in" rel="nofollow">includin" rel="nofollow">ing 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 watchin" rel="nofollow">ing violent programmin" rel="nofollow">ing more than their counterparts or whether repeated exposure to violent images in" rel="nofollow">inclin" rel="nofollow">ines them to become aggressive. The study did not also account for whether a change in" rel="nofollow">in the media diet would lead to the children behavin" rel="nofollow">ing differently.