How with advantage to watch animated films?
We, adults, sometimes consider that animated films - empty entertainment, a useless waste of time. Often we, without reflecting, we forbid children to spend time at the TV. However some of us, already quite the adults who are not suffering from infantilism still with sincere pleasure and touching nostalgia on the childhood watch animated films. Why?
For many adults animated films become just recovered fairy tale. For children they - reality , even if also not the real world, but reality of the Toy Store where gnomes and people, kind animals and out-and-out villains - forest monsters adjoin. To read - means to understand, see - means to believe in reality of the “blue“ screen occurring on that side.the Researcher Marsh Kinder points
to this party of animation, attractive for adults:“ They prefer to watch animated films because their fluid images can be easily delimited from invariable objects of real life “(“ Playing with power in movies, television and video games...“ ).
in recent years animated films become more and more confidants to the real life : same problems (money, ecology, race for power, crimes). Some animated films it is rather realistic recreate the direct relations between children and adults. And here, certainly, it is worth thinking of that, how adequately show to children these or those aspects of life, demonstration of violence is how admissible that is born in itself by author`s interpretation of the world, the good and evil. There is an opinion that children do not maintain demonstration of a large number of adult problems in animated films.
the Decision pedagogical (or perhaps and ethical) problems is in differentiation and the analysis of animated films: what the child will apprehend adequately and that - no. Here each parent has to carry out private diagnostics with the child: in - the first, comprehending the game of children generated by the animated film and, in - the second, being engaged in joint creativity, for example:
- writing of small stories or verses.
I after viewing of the animated film and allocation of its main motives.Parents, tutors have to encourage with
creative manifestations of the child, further life will give not much reasons for the imagination, demanding permanent job of memory, logic, thinking. However the full-fledged person, the harmonious and mentally healthy personality who is brought up in the spirit of creativity and unlimited imagination will always find the correct solution and the exit hidden, at first sight, from any life situation.
of the Person is brought up by society; socialization, formation of the personality happens in the conditions of interaction “I“ and the outside world. Unlike the person, the animal in finished form descends abilities to adapt. With the person the situation is different: the nature did not give to the child at the birth of all necessary forms of behavior. It seizes them throughout the childhood.
So, the child enters this life to seize the speech, thinking, imagination, to understand relationship of people, finally, to become the full-fledged member of society and at the same time to develop the individual properties. Active process of knowledge which is stimulated with a neizvedannost and mystery of world around begins. Not only real-life objects, the phenomena, but also of game which are a mirror of the life surrounding the child become a source of knowledge and the activator to action. Children`s game is directly connected with reconsideration of animated films, use of their plots in game.
Animated films, as well as game, are some kind of symbols, signals causing certain reactions in consciousness of the child. It is obvious that animated films influence development of the child: already one the fact that these “the running pictures“ provoke game which becomes a basis for future activity and social roles, allows to select them against influence of world around. How this development will be carried out and whether the child will be able soon to pass into the real world, but not forever to remain in the world of imaginations, depends both on adults, and on environment.
Parents, certainly, have to show special attention of to games of the children generated by animated films , in them as we already understood, the deep processes defining formation and development of the identity of the child are hidden. As soon as in game cruelty, detachment from reality in such degree begins to be shown that the child cannot differentiate fiction and truth, immediate intervention of parents who need to act according to the following scheme is required.to Learn
- what character copies the child and why it. to Take an interest in
- that attracts the child in this animated film. to Explain
- to the child by means of certain incentives (for example: friendship with peers, good marks, encouragement of parents, beautiful or desired toys etc.) that such behavior, copying the hero of the animated film, he will achieve rather return. In common to watch with
- animated films, for example, one of given below, and to ask the child to make a formula independently: kind (clever, beautiful) the hero - happiness, love, friendship; angry (cunning, artful) - misfortune etc.
the Animated movie can be used for the purpose of education. So, parents before to allow the child to the screen, have to watch the animated film, get acquainted with it, try to allocate pluses and minuses in what was seen, other option - joint viewing of the movie and its discussion. Let`s give an example of allocation from the famous animated films of didactic and psychological sense:
“Cinderella“, “Cheburashka“ - finding of a family, darling, friend.
of “Chun“ - “Do not watch who you are, and watch what you“.
“Vacation to Prostokvashino“ - friendliness, independence, economy, friendship.- “Friends do not lose
of “Lost and found“, nobody will return them to you“.
“Plasticine crow“ - (development of creative abilities) “From nothing - all“ on the basis of the animated film can organize classes in a molding.
“Mother for a baby mammoth“ - love to parents.
of “K. O. A. P. P.“ - knowledge of world around, the concept “I - you“, coexistence, the commonwealth.
each parent can Use this analysis, think rather only a little of the watched animated film. With the educational and training purposes it is possible to make the table “task-the decision by means of viewing of the animated film“ (the quantity of tasks and animated films can be expanded many times over).
|of an example of a task||of quality which the animated film||an example of the animated film|
|of 1. to impart to the child love to animals||Heroes - the humanized animals. Obligatory opposition of the good and evil.||“Kitten by the name of Gav“, “Umka“, “Doctor Aybolit“|
|of 2. to impart to the child ability to be on friendly terms||Heroes - people / animals, live and easy on character; morals - altruism, respect and love to neighbors, mutual aid.||Series of animated films “Cheburashka“, “Crumb Raccoon“, “Big Secret for the Small Company“, “Brownie Kuzi`s Adventures“|
|of 3. knowledge of world around||Heroes - animals, aliens, robots. The knowledge broadening horizons.||of “K. O. A. P. P.“ “Doctor Aybolit“|
|of 4. to accustom the child to implementation of certain obligations||Heroes - people / animals whose status changes in time with acquisition of these or those qualities of abilities (unfortunate when was not able, happy when learned).||“Winnie - Down of“ “Topchumba“ “of the Brownie Kuzi`s Adventure“|
However to tutors cannot be forgotten about danger which is behind entertainment harmless at first sight - viewing of animated films. The child should not become the captive of the screen and unreal reality therefore it is necessary to remember that in day the child can watch no more than 2 - 3 animated films (30 - 60 minutes) .to
It is obvious that it is impossible to solve all problems of education and training by means of only one animated films, it is only one of options, and as it is represented to me, quite effective. In order that each parent could understand, animated films how positively influence his child, it is necessary:
- after viewing of the animated film chosen by you with certain training (or bringing up) contents to have a talk with the child that it took out, understood, realized. It is possible to call result positive if what the child understood, and that you wanted to inform it, coincided;
- to observe the game of the child generated by the animated film. Absence in game of cruel actions, the injustice not peculiar to this age of a perspective (money, crime, etc.) will be positive result . To compare whether the division which is present at the animated film on positive and villains coincides, with how it is imagined by your child.
also other way of use of animated films for the purpose of education, but a way more labor-consuming and less feasible - experiment of some educational institutions on creation of workshops on animation when children have an opportunity to create a plot on the models corresponding to their idea of the good and evil Is. Creating the animated film, children have to combine all its components in the consciousness. Work on the animated film harmoniously and versatily develops the identity of the child. It is under construction according to the following scheme.
- Search of a plan of future movie.
- Formation of creative groups, development of ability of work in collective.
- Script writing.
- Work on the animated film.
- Organizationally - educational activity, visit of exhibitions, the museums etc.
- Joint viewing and analysis.
It is unconditional, animated films, as well as any other impact on formation of the identity of the child, are ambiguous. However the position of a protection of children from influence of the environment, life, culture in all of them manifestations is ridiculous since, despite the known aphorism: “Children - life flowers“, the child nevertheless not the hothouse plant demanding artificial isolation.