Cartoon As A Fundamental Part Of Entertainment

Cartoon as a fundamental part of entertainment

Children’s cartoon series are a fundamental part of entertainment. We have more and more facilities, whether media, channels or part of technology to satisfy our free time in this way. (Igartua, J.J & Humanes, M.L. 2004).

Audiovisual contents are part of the imaginary collective that has a society, so you have to study how communication messages are produced and distributed. The primary objective is to show that the owners and those who control the media are part of the dominant capitalist class. (Lozano, J.C. nineteen ninety six).

The responsibility is produced, are responsible for carrying out development with the objective that audiovisual contents is merely entertainment. (Bryant, J. & Zillmann, D. 2002).

The producers are also involved this development from market -oriented strategies with respect to children’s public. In addition to being part from an economic, also cultural perspective. The programming space for children’s range on television, has been regulated based on the values, norms and behavior by which children can be influenced. (Ortega, F. & Igartua, J.J. 2012).

There is also a remarkable growth in the social and cognitive development of children. Television should show some issues including stereotypes or violence with a great visualization presence. (Gerbner, G., Gross, l., Morgan, m., Signorielli, n., & Shanahan, J.B. 2002).

The consequences of this development are manifested in the innumerable hours that children pass in front of television, thus harming their sleep hours, spending less time with friends or family and changing their ways of behaving with respect to the consumption of different media.

Not only that, due to the great duration of programs with a lot of violence, these stimulate aggressive behaviors in children and develop their reading capacity more slowly. (Igartua, J.J. & Humanes, M.L. 2004).

The results confirm that cartoon series help build and influence behaviors, social norms, children’s behaviors with little educational characteristics. Also, these are creators of ideologies and transverse imaginary groups in a society. (Ortega-Mohedano, F Jiménez-Sánchez, A, Lavín, J.M. 2018).

In conclusion and in relation to Vigotsky’s theory, the media, the television being the most used by the child population, intervene in a considerable way in the learning and teaching processes. Therefore, the informative media try to rationalize the consumption and content that is intended to be transmitted. Likewise, producers and technicians are responsible for paying attention to the fact that the audiovisual and cultural health of the child population is protected and capable of identifying incidents as in more concrete cases, the visualization of violence.