SHE IS KNOWLEDGEABLE AND INTERESTED IN IT, SO I LET HER WATCH IT.
Group of twelve five-year olds sits at the breakfast table chit-chatting. Suddenly one announces “I will cut my hand with a knife” the rest calls the teacher “Mrs. She says she will cut her hand”, the student adds “I will cut also your hand, let’s find a knife”, and the student stands up and walks to the drawer with cutlery to find a knife…. Teachers and pedagogical team brainstorms, observe, talk, analyze, browse the media the child has access to, the content, toys, games, movies it could watch. Team analyzes the other kids’ incoming ideas…what could have sparked this idea. A day later dots are connected, a father of the girl proudly shares with one of the administrative team that he currently studies human body and one of his online lessons was about dissection, and the daughter was so interested in the dissection, in the human brain, that she watched and listened to the University level lecture along with the father.
“I will cut my hand with a knife”, said the
five year old.
If we follow the Adult’s train of thought we should hope that our five-year olds will not be interested in sex, crime, murder, drugs and other inappropriate content so that we don’t have to let her/him watch it – because they are interested.
Kids’ interests, in some part, are their wants, not their needs. It is an adult’s job to be responsible for content that reaches our children. As we learn from this example children live what they see.
This is a similar example to a child, 5 years old watching Jurassic Park with Parents.
A student for whom the blood thirsty dinosaurs ripping and devouring people is a positive character, simply because it’s a dino 🦕, recreates the movements and actions his action hero performs. Student jumps to the neck of his friends, makes horrifying sounds, destroys things around him. From the students perspective he is just playing what he learned and got inspired by, us Adults failed to understand what kind of material is appropriate for a child at this age. Even if Jurassic Park, Harry Potter, Avengers or Barbie were rated 5+ or 6+ we would still need to understand how it will influence our child’s individual sensitivity and further more after a material has been shown to a child it is our responsibility to discuss with the child what are the meanings of the things seen, to be sure how our child’s immature emotional system and logical thinking skills have processed it. What and how will he take it further to his daily life between friends and in a kindergarten setting.
Tom and Jerry, Sonic, Squid Game, Ninja Go, Minecraft… list goes on flashing images, super powers, dying and returning to life, hurting and not seeing the effect of the wound inflicted. This all influences how the children see and interpret the world. As a result a 4 year old hits his friend with a hammer on the head, and the friend is hurt, head is wounded, blood runs, and the student does not know why. Jerry slammed Tom on the head with a hammer and nothing happened, so what is this fuss about?
Recent research has revealed a concerning gap in parental awareness regarding the content that reaches their children. In a kindergarten setting, parents were surveyed about the video materials their P a g e | 2 children watch. The titles provided by parents included BBC Nature, Bluey, Puffin Rock, Star Trek, Gabby’s Dollhouse, Rescue Riders, Mickey Mouse, Smurfs, Paw Patrol, Peppa Pig, Curious George, Bat Wheels, among others. While some of these titles may warrant reevaluation, data collected from the children themselves painted a more alarming picture.
Through children’s drawings and classroom discussions, which ranged from general to highly detailed, it was discovered that children possess knowledge of content far beyond what parents reported. This discrepancy highlights the urgent need for closer monitoring and evaluation of the media consumed by young children. Here are some of the findings.
You will observe a child’s drawing accompanied by a link to relevant YouTube content that directly corresponds to the illustration. Each drawing is also complemented by a story narrated by the child, explaining the picture. While the story is not detailed here, it serves to confirm the connection between the child’s drawing and the associated YouTube content.
Regardless of whether we are aware of children’s access to it or not, the fact is that children have exposure to various forms of media. Nowadays, this can come in different ways, such as glimpses from a co- passenger’s screen on the bus, an uncle watching YouTube, a sister scrolling Instagram, older children on the playground with phones, screens in restaurants, or during birthday parties with older siblings. Opportunities are abundant, and children’s curiosity and imagination P a g e | 5 are there to catch, register, and create based on what they see.
A simple walk through the street during a short Easter vacation can bring terror to eyes that are aware—yet go unnoticed by those who are not. Take a look at these seemingly inconspicuous scenes:
Skibi Toilet in a toy machine. Deadly Game toy made into a purse.
And a choice of touristic gadgets among which Huggy Wuggy who “will squeeze you until you pop!”.
We observe language, sound, and behavior in children that are at least partly inspired by such content. It is essential to be aware of this and to discuss these matters with children before they enter primary school, where parental control over their exposure P a g e | 6 will diminish. Establishing safe, clear, and positive communication and choice patterns with our children is crucial, even though it may not be easy or obvious. It is often said that certain things cannot be controlled when a child has older siblings, and that exposure to age-inappropriate content is simply “unavoidable.” However, I believe that much more is within our control than we might think—we just need to find the right approach.
If it’s difficult to explain to the younger child why certain content is not suitable, consider engaging the older siblings in a conversation about making thoughtful and responsible choices when their younger brother or sister is present. Empowering older children to become positive role models can foster a sense of responsibility and care within the family.
As adults, we must take ownership of the environment we create. By using tools such as Positive Discipline or the Collaborative and Proactive Solutions approach, we can cultivate spaces that are both safe and supportive for all children. It’s important to remember that fair does not always mean equal. When a toddler enters the room, adult language should shift accordingly, and simple actions—such as turning off the television or changing the channel—can help protect the youngest members of the household.
Consider how attraction to violent and senseless content is created. These are images and visual materials that children are exposed to from a very young age. Reflect on why it might be significant that such imagery appears on your child’s clothes and personal items. Do you believe it does not influence your child’s preferences? Does seeing it every day for several hours leave no impact? What happens to a person’s sensitivity to specific content if they are repeatedly exposed to it?
This article aims to encourage thought and reflection about the values we want our children to hold and the choices we want them to make, as well as what they should perceive as normal, acceptable, unacceptable, or unnecessary. It aims at emphasizing how important it is to talk to our children about the world and content that surrounds them, what they see and what it represents. The question of what matters is significant. Everything has an impact, starting from the beginning, because numerous small influences can shape a child’s development over time. While some influences and media cannot be avoided, adults have the ability to provide explanations whenever children encounter content that lacks value. This process requires time, effort, perseverance, and a consistent approach. It also demands self-awareness. We live in a world with abundant information and stimuli, which can overwhelm both adults and children. As mentors and guardians, it is our role to offer guidance and support.