Reading Response
Human beings interact in various aspects of the society and as a result, there are diverse forms of visual and verbal communications that are created. According to Barrett (2003), there are various denotations and connotations of these forms of communication, with these having diverse consequences and influence on the people. These consequences are said to be more serious than the attempts that are made by designers to influence people’s choices on fashion. These effects are incorporated in several works of art and popular culture like paintings, magazine covers, fashion, advertisements and wrestling. The construct of connotations and denotations is also used as a strategy to interpret, evaluate, better understand and enjoy the visual world and its constructions. It is also asserted that learners of all ages have the ability to decipher successfully messages that circulate in form of visual culture Barrett (2003). He insists that the knowledge of the culture we live in is an added advantage. He believes that every image a person sees requires interpretation and generally has a meaning that is more than what meets the eye.
In a similar manner, there is a difficulty that the media is placing on the young generation from growing up to become healthy young adults (Johnson, Christie, & Wardle, 2005). There are therefore several aspects of today’s society that are making it more and more difficult for the young generation to become productive, humane, playful and inventive people in the future. The mass media, popular culture and technology are the main sources of these impediments to the creative play that was there in children before technology came, and to healthy child development (Johnson et al., 2005).
The main challenges here are to be presented to the teachers and parents to help in the shaping of the child’s future since they are unable to know what is best for them. The dangers posed by technology and the media to the children are therefore apparent. The media is also to blame for the negative and immoral materials displayed on their channels that hurt the children’s minds and destroy their innocence at such tender ages. The media, popular culture and technology are posing the greatest threat to parents and teachers and are giving them a huge challenge in the raising of their children.
It is important for children to learn quite early in their childhood (New, 1999). Adults should provide their young with various duties to ensure that the children learn beneficial skills while they are still young. New tasks the adults to ensure that the children get proper skills, concepts and knowledge that align themselves with the needs, capabilities and interests of the child as an individual. They are also asked to ensure that the children participate and are included in the democratic society that we live in and also ensure that their rights are protected as loyal citizens of the country (New, 1999).
An inclusive community is necessary and all children are very important in it. An inclusive society should therefore fully support the education of children in all aspects including their culture, their physical, intellectual and social requirements and their emotional needs (New, 1999). There are three important aspects to the children. Fostering of diversity and offering respect in the quality is one of the key areas. The second is learning about the children themselves in order to teach them in a good way. The third one is keeping the door open in order to welcome any new children in to the schools and social areas in order to encourage their education and seeking of knowledge. With such provisions, the children are set to receive maximum development without fail.
References
Barrett, (2003). Interpreting Visual Culture. Art Education, 56(2), 6-12
Johnson, J. E., Christie, J. F., & Wardle, F. (2005). Play, Development, and Early Education. New York, NY: Pearson/Allyn and Bacon
New, R. S. (1999). What Should Children Learn? Making Choices and Taking Chances. Early Childhood Research & Practice. Retrieved from http://ecrp.uiuc.edu/v1n2/new.html
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