The Role of Television in Supporting Cognitive and Social Development in Early Childhood Education within Vhembe District in Dzindi Circuit

Abstract

Television has been a major player in the education of young children for years. Television affects children’s lives in many ways. This study explored the influences of television, encompassing educational dimensions, the potential pitfalls of prolonged screen time, and the guiding role of parental involvement. This study drew on George Gerbner's Cultivation theory. This study used a qualitative research design. Purposive sampling was used in this study to select schools with access to televisions. The study involved 15 participants, comprising 5 principals, 5 teachers, and 5 parents from selected schools in the Dzindi circuit. Data was analysed thematically. The findings of this study show that television can support children’s cognitive development when appropriate programmes are chosen, viewing time is limited, and adults guide children during viewing, whereas excessive unsupervised viewing may affect learning. The study's recommendations stress that parents and educators should manage viewing time, select suitable educational content, and remain involved in children’s television use to support cognitive development.