FOREIGN LITERATURE:

“A child's life is like a piece of paper on which everyone who passes by leaves an impression.” - Chinese Proverb
Children are often considered to be the closest reflection of the omnipotent creator of the world. Innocence and purity personified,
they are unmarred by the corrupt thoughts and practices. They resemble wet clay, enthusiastic and ever ready to be shaped in the
manner the potter wants to mould them.
When we are born we have the capacity for motivation, experience, and training, and because of this our minds are very
impressionable. Therefore, our brains’ development is a dynamic mix of nature and nurture, so it is important to choose a healthy
environment for all children. Children ranging from the age of six months to about twelve years of age go through various stages of
emotional and physical development. During this age however they have extremely impeccable minds due to which external stimuli
have a major role in shaping their personalities. External stimuli can be broadly defined as natural and man-made environmental
factors, biological and chemical factors, physical surroundings, social factors, behavioral influences and outcomes, genetics, and
cultural and family influences and differences. These factors have an influence on the mental and emotional growth and stability of a
child and determine majority of his habits and actions.
Television viewing, thus, is a part of external stimuli in a child’s life. A means of mostly entertainment and sometimes education,
television viewing in children mostly comprises cartoons and children’s shows. Children have become much more interested in
cartoons over many years and it has become a primary action to some lives. Typically, children begin watching cartoons on
television at an early age of six months, and by the age...
First of all, the basic reason for children’s watching cartoons is that cartoons respond to the children’s need and tendency to
activeness. Mostly the children under the age of seven are so much interested in cartoons. They firstly watch cartoons and then
imitate them, which is a crucial point to think on.
Parents are now using the television as a way of entertaining their children while they attempt to accomplish other things such as
cooking and cleaning.
We cannot disregard the notion that the children under the age of seven, still think that whatever happens in cartoons are all real
and they can do everything that the characters in cartoons do. For example, if we think about a five or six years old children, it’s
probable that they can jump from the roofs to fly, climb on the walls like Spiderman, talk to their toys or to feed them as if they are
alive. This actually nonexistent reality in cartoons is what leads the children to all these dangerous deeds.
It’s crucial to signify that everything that children learn till they are nine or ten, will be base for their later lives. In this aspect,
parents have to be careful about their children’s cartoons. They must not think that ‘cartoons are TV programme that are prepared
for children, so they can watch which cartoons they want.’ On the contrary, parents should choose the most beneficial cartoons that
will not only entertain the children but also give appropriate messages to them. Otherwise, it’s most probable that some fantastic
cartoons can give permanents harms to the mental health of the children.
Conclusion
There are some things we can do as parents to limit the amount of violence our children are exposed to. Educational and quality
cartoons are a good way to instill positive values in a child. The government has taken steps to increase the amount of educational
programming available to children. Set a time limit for the amount of television a child watches and monitor the cartoons they are
watching. Become aware of the cartoons that contain violence and replace them with powerful learning programs that teach and
uplift a child.
To conclude, it’s extremely significant that parents should follow what kind of cartoons their children watch. They must be careful
about choosing cartoons for their children. It’s a compulsory duty of parents to choose cartoons that are prepared by real cartoon
producers, which is, I think, the safest way to protect the children from the possible harms of the cartoons.
We have now seen all the facts on both sides of the argument. Is should be clear that we are faced with a very devastating problem.
If children continue to watch these shows we maybe be faced with a society of very angry aggressive adults in a few years. Until the
media industry learns to control their programming we as a society need to step in and monitor our children's viewings. Parents and
teachers have a responsibility to educate their children and help protect them from the harmful effects of these cartoons. Our only
hope is that we can do enough so that this next generation of children is not so violent. Maybe one day we can come to the point
where children are so used to watching wholesome quality television that these violent shows will die out.

Foreign study:
How Are Children Affected with Cartoons, Why? ... To What Extent?
Which is better and more relevant that the child would learn from, academic books and teacher, or from a an animated TV Series?
In the research in “Michigan University” performed by Sharmin, she said that children are attracted to the cartoon content much
more than the academic traditional ways of learning, due to the well written scenarios, audio & visual effects and colors. These
factors are enough to cause the child to absorb information dozens better than that absorbed from a teacher in a classroom [3].
Child’s brain at early ages always seek new experiences, that is why what is delivered in cartoon gets toddlers glued to their chairs
while watching Animated Series. A well written scenario, right audio & Visual effects and a descent looking character, are all the
main factors for the child to get stuck for the cartoons hero, and enough for his brain to begin automatically following his path and
trying to b a copycat even for the finest details, including way of speaking, thinking, body language... and even the way of dressing
up.
These are the factors that Traditional schools lack in delivering the academic content, even when a teacher tries to explain a part
that children failed to understand, he uses facial expression, acting & vocal effects for the children to imagine the content. In
Animated Series these are the backbones of the show, that is why children chases their best TV series among channels and can sit
still for long hours watching TV... easily absorbing the included content [4].
Not even among the child, you can imagine watching a documentary with an academic content on National Geographic Channel,
you can easily recall the scenes and the situations that you have watched, much better than a situation that was told with no Visual
or Vocal effects.
Consequently, Children who watch educational programming are more likely have higher grades, read more books, place greater
value on achievement, and show more creativity than children who watch more violent or purely “entertainment” television (Diehl
and Toelle, 2011, p. 3) [5].
So, while children are watching cartoons, there is a form of learning process that is going on. Whatever children learn while
watching cartoons, they tend to act out thereby influencing their mode of socializing with other children and with the world in
general. Baran and Davis (2009, p. 217).

6.1. Positive Effect

Positive effects of cartons on a child could be analyzed in long articles, here under by just a few key points to be mentioned.
Socially, a positive cartoon could be used to tech a child how to control his temper, obey his parents, speak in a polite way, help the
poor, aid the old, lend hand to the young and to work in a group without feeling hatred or jealous from his colleagues.
Speaking about the skills, a positive cartoon content could teach a toddle how to be a leader, how to analyze problems in a scientific
manner, how to manage a risk, think about acting and eve to cause a kid to love a sport. Concerning life experience, a well built
cartoonish scenario could teach a child about dangers of the surrounding environment like the heights, fire of the oven, danger of
electricity, crossing the streets also could teach him Scouts skills, like how to act in the wild, heal a wound, deal with a broken arm,
know the way of the wind, make a compass, build a small boat, set a tent and correctly tangle a rope.
All these and much more are skills that could be filled in a cartoon and absorbed by the child brain if it is delivered in a correct
attractive way.
A Cartoon hero could be the child’s model for years. A cartoon hero is built by an illustrator as well as the scenario, so all negative
side effects that could occur in a real life—that could be presented in a character or in a situation—could be evaded, causing the
child to receive a pure content of good deeds and messages to correctly sculpture his brain [3] [4]
6.2. Negative Effect
On the other hand, a cartoon could be much more dangerous than any other experience a child could witness before the age of
twelve. It could contain content that would confuse the child with what he experiences in real life, it could contain directions that
contradicts with the parents orders. A flawed cartoon could lead a child to have a different undesirable point of view of his parents,
his friends, teacher and even his lord [8].
Negative content—on purpose or mismanaged—could lead a child to doubt his raising, his skills, way of thinking, life style that he
grown up according to or his religion. A character with negative attitude and manners that appears on the screen as a hero, could
illustrate the child to vice versa his understandings of his life and surroundings and sculpture his acts in an aggressive or over acting
manner to situations he formerly acted positively due to his correct understanding then [8] [9].
In this research we will focus on the two most dangerous factors that could be included in a cartoon to be delivered to the child, in
which researches has proven their dangerous direct effect on a child... they are Sexuality & Violence.

Local study:
Values Set
As an indispensable part of an individual‘s totality, values have been subject of several studies, especially in relation to a person‘s
development. The term evolved from the Latin word valere, that is, ―to be strong and vigorous‖ (Andres, 1989, p. 15). To date, the
definition of values is still anchored on the Latin origin. Carino and Penalosa (1995) describe values as something desirable and good,
and necessary ―for the sake of survival, sanity and peace of mind‖ (p. 3). Andres (1989) gives as much importance to values,
defining it as anything important in life that gives meaning to an individual‘s existence. It is ―intimately related to the search for
meaning in human life‖ (Andres, 1989, p. 15), defining man‘s strivings. Alberty (1956), in his dissertation, adds that values are
expressions of the self, ―representing [one‘s] unique standards…attitudes toward behavior and are the expresssion of what [one]
prizes in life.‖ Values are manifested in how they are used, and how they guide actions (Alberty, 1956). These are expressed in one‘s
personal living, immediate personal- social relationships, social- civic relationships, economic relationships, moral, ethical and
religious relationships, and aesthetic relationships (Alberty, 1956). The souces of values, on the other hand, are: the individual and
his culture; religious authority; secular authority; superstitions, customs and beliefs; personal experiences; and the democratic
culture (Alberty, 1956).
With the sources being encountered in varying stages in life, values formation is an incessant process of acquiring-internalizing for
humans. As Andres (1989) puts it, ―many of the values are internalized through time, from childhood to adulthood‖ (p. 15). The
continual formation is initiated and processed not only in the households; ―values 17 acquired by the child within the family are
radiated beyond the family, to the school and to the community‖ (Carino & Penalosa, 1995, p. 12).
Ten values to be used in character building among Grades 1 to 6 pupils were listed in an order released by the formerly called
Ministry of Education, Culture and Sports (MECS) (Trinidad, 1989). The MECS Inclosure no. 2 Order no. 46 s. 1983 named the values:
honesty, politeness, helpfulness and cooperation, obedience, concern for others, sportsmanship, love of country, self-reliance,
industry, and neatness and cleanliness. On August 2002, the now Department of Education (DepEd) released Order no. 43, s. 2002. It
is a similar order, with almost the same set of values. ―Politeness‖ was changed to ―courtesy‖; ―concern for others‖ eventually
became ―consideration for others‖; while ―resourcefulness and creativity‖ was drafted in place of love for country (Uploads,
Issuances, 2011).
This study adopted the 10 values specified in the MECS order. Focus is directed on the formation of the specified values among
Filipino children, with special attention to the contribution of the environment and the child‘s experiences. Values Formation in
Filipino Children.
The onset of values formation is during childhood. This is the pre-conditional and the first stage, where children learn and comply
with the values of their parents and family, later adopting the values of the teachers and other people in school, and eventually
acting in accordance with the values of other authority figures in the community (Carino & Penalosa, 1995; Andres, 1989). The
second or otherwise known as conditional stage is the youth, when adolescents start to identify themselves with their 18 values
because of interpersonal concordances (Andres, 1989). Finally, Andres (1989) designates adulthood as the post-conventional or
principled stage where adults internalize and start to live by their values. Hence, childhood is a crucial stage in an individual‘s
development; ―…[V]alueformation in children is, therefore, very relevant for it guides the children‘s behavior, and enables them to
live meaningfully in their own country…‖ (Andres, 1989, p. 16).
Timbreza (2003, p. 6) asserted that ―values are personally ‗caught‘ and imitated by the growing child.‖ Essentially, values are
caught, not taught (Carino & Penalosa, 1995), ―[f]or it is easier for a child to imitate whatever he hears and sees that people around
him are saying and doing than for him to do what is being taught to him but he sees no one else doing it‖ (Timbreza, 2003, p. 5). On
this note, the possible effects of television on the values formationof children is considered. Zapata (1986 as cited in Platero, 2009),
in his study, posited that the exposure to Filipino-produced programs increases the probability of children becoming nationalistic.
As an audio-visual tool that is widely available and accessible to the young, the television emerges as contributory to the process of
values acquisition by presenting children with concepts and values they can actually hear and see. This study looked into the nature
and goals of the powerful television vis-à-vis its presentation of values.

Local literature:
Cartoons as a medium to acquire language
Children, as we know, have the ability to acquire and mimic the things they see or hear in their surroundings and there is no
difference with watching television, whereas children can also acquire what they see or hear on TV. Nowadays, television is used as
a faster medium of teaching and learning especially for children.
Watching cartoons is one of many great ways for children to learn languages (multilingualbooks.com). Young children are natural
language acquirers; they are self-motivated to pick up language without conscious learning. Unlike adolescents and adults, children
has the ability to imitate pronunciation and work out the rules for themselves and are still using their individual, innate language-
learning strategies to acquire home language and soon find they can also use these strategies to pick up English or other languages.
(learnenglishkids.britishcouncil.org).
As an observation, there are cartoons that were specifically created to help children learn a certain language. In order to
help children acquire a certain language, many of these cartoon programs were designed to be interactive where they encourage
children to speak or reply towards the cartoon program they are watching. Some of these cartoons are Blues Clues and Dora the
Explorer. For you to understand further, you should concentrate towards Dora the Explorer. In this cartoon, Dora, the main character
is on an adventure wherein in each episode, Dora has to go on three destinations. During her adventure, she will ask the children to
count with her and more often tell the children to repeat or speak after her. In view of this, children has the tendency to acquire
what Dora is saying, likewise, the language that Dora is speaking. This concept can help children to both acquire the language and
practice its pronunciation. In addition, children can also learn new English words through the help of images they see on television
which can enhance their knowledge in English language.

Since the target audience for most cartoons are children, the language used is purposely made simple. The English nouns and verbs
are common, and other words that we often use in daily living. Seldom or unusual for us to hear complex academic language used in
cartoon programs. This common words were made basic for the comprehension of speakers and learners. Cartoons can always
provide a fantastic way to help children learn a foreign language. (SOURCE) As stated by the author and contributor of Cartoon
Network, Miss Emily, whether using a specific educational cartoons or finding the likes of Ben 10 Ultimate Alien Games and cartoons
in different languages, the assurance is that; children will more likely to pick up a foreign language more efficiently and effectively.

The researchers will further explain the nature of acquiring second language in different ways through five different hypotheses
using Stephen Krashen's Second Language Acquisition Theory, later on, in Chapter 3.