Aggressive behaviour and watching violent programmes at preschool age

Agresivnost je neprimjereno ponašanje kojem je namjera nanijeti fizičku ili psihičku štetu drugoj osobi, životinji ili objektu (Petermann i Petermann, 2010). Postoje različite teorije o agresivnost i o njezinim uzrocima. Tako pojedini teoretičari smatraju da je ona naš urođen instinkt (Kušević i Melša, 2017), drugi smatraju da se kao i druga ponašanja uči (Bandura, 1971). Mnogi se ne slažu s njima pa tako pridaju važnost različitim čimbenicima poput kognitivnih sposobnosti (Huesmann, 1986; 1998), socijalnih situacija (Berkowitz 1989; 1990; 1993; prema Anderson i Bushman, 2002), bioloških i društvenih čimbenika (Huesmann, 1986). Jedan od društvenih rizičnih čimbenika je i televizija koja postala dijelom naše svakodnevnice, a polemika o njezinom utjecaju na djecu i mlade traje već desetljećima. Povezanosti televizijskog nasilja i agresivnosti kod djece predškolske dobi je česta tema mnogih studija i članaka, u kojima teorije o socijalnom učenju, stvaranju skripti, desenzibilizaciji i banalizaciji nasilja, prijenosu uzbuđenja, priming teorija govore o dugoročnim i kratkoročnim učincima na dječje agresivno ponašanje. Mnoga istraživanja to i dokazuju, djeca nakon viđenih nasilnih scena oponašati isto u igri i interakciji s drugima (Friedrich i Stein, 1973; prema Kirsh, 2006), ona koja gledaju više nasilnih televizijskih sadržaja u ranom djetinjstvu kasnije pokazuju više agresivnih ponašanja (Akcaya i Özcebea 2012), djeca smatraju da su agresivni sadržaji smješniji (McCauley i sur. 1983; prema Stieger i Formann, 2014) i poznate superheroje povezuju s agresivnim ponašanjima (Krcmar i Hight 2007). Povezanost pokazuju i rezultati programa ranih intervencija u predškolskoj dobi, kada se djeci smanji vrijeme pred televizorom i uvedu smislene aktivnosti, pokazuju manje agresivnih ponašanja, nego ona kojima nije kontrolirano vrijeme provođenja pred televizijskim ekranom (Dennison i sur., 2004). Nadzor uporabe televizora, kontrola sadržaja, razgovor o gledanom i medijsko opismenjavanje djece od najranije dobi mogli bi dovesti do boljeg razumijevanja „televizijskog svijeta“ i smanjenja njegovih negativnih učinaka (Mataušić 1992).Aggression is inappropriate behaviour whose intentions are inflicting physical or mental damage to the other person, animal or object (Petermann and Petermann, 2010). There are various theories about aggression and her causes. Several scientists take aggression as innate instinct (Kušević i Melša, 2017), but other scientists think aggression is learned behaviour (Bandura, 1971). A lot of them don't agree so they give attention to other factors as cognitive ability (Huesmann, 1986; 1998), social situations Berkowitz 1989; 1990; 1993; prema Anderson i Bushman, 2002), biological and societal factors (Huesmann, 1986). One of hazardous societal factors is television that became part of our everyday life, but debate about her influence on children and youths lasts decades. Connection of television violence and aggression in children preschool age is common theme of many studies and articles, in which theories about social learning, script theory, desensitization and trivialization of violence, transfer of excitement, priming theory speaks of long tehm and short term impact on children's aggressive behaviour. Plethora of studies prove that, children after seeing violent scenes imitate that behaviour in games and in interaction with others (Friedrich i Stein, 1973; prema Kirsh, 2006),, those who watch more violent television content in early childhood later show more aggressive behaviour (Akcaya i Özcebea 2012), most of them think that aggressive content is funnier (McCauley i sur., 1983; prema Stieger i Formann, 2014) and they connect famous superheroes to that behaviour (Krcmar i Hight 2007). That connection show the results of programs of early interventions in preschool age, when children have spend less time in front of television and get incorporated in meaningful activities. They show less aggressive behaviour than those whose time in front of the television screen wasn't controlled ekranom (Dennison i sur., 2004). Supervision of television usage, control of content, conversation about watched content and media literacy could lead children of youngest of ages to better understanding of „television world“ and reduce it's negative effects (Mataušić 1992)