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Journal articles on the topic 'Films by children'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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1

Eddowes, E. Anne. "Films for Children." Childhood Education 62, no. 1 (1985): 69–70. http://dx.doi.org/10.1080/00094056.1985.10520225.

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Eddowes, E. Anne. "Films for Children." Childhood Education 61, no. 3 (1985): 243–44. http://dx.doi.org/10.1080/00094056.1985.10520722.

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Eddowes, E. Anne. "Films for Children." Childhood Education 62, no. 5 (1986): 387–88. http://dx.doi.org/10.1080/00094056.1986.10520759.

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Eddowes, E. Anne. "Films for Children." Childhood Education 63, no. 3 (1987): 224–25. http://dx.doi.org/10.1080/00094056.1987.10520791.

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Eddowes, E. Anne. "Films / Videos for Children." Childhood Education 64, no. 5 (1988): 323–24. http://dx.doi.org/10.1080/00094056.1988.10521561.

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Eddowes, E. Anne. "Films/Videos for Children." Childhood Education 65, no. 3 (1989): 184–86. http://dx.doi.org/10.1080/00094056.1989.10522429.

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Burger, Marylouise. "Films/Videos for Children." Childhood Education 71, no. 1 (1994): 57–58. http://dx.doi.org/10.1080/00094056.1994.10521070.

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Stanford, Beverly Hardcastle. "Films/Videos for Children." Childhood Education 72, no. 1 (1995): 55–56. http://dx.doi.org/10.1080/00094056.1995.10522649.

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Schneider, Alexandra, and Wanda Strauven. "Orphaned Films: Digital Film Practices by Today’s Children." Revista Digital do LAV 14, no. 2 (2021): 208–28. http://dx.doi.org/10.5902/1983734867339.

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As crianças atuais começam a criar filmes digitais muito cedo, pelo uso de smartfones, câmeras compactas e outros dispositivos de mídia digital. Para estes jovens cineastas, filmar é uma forma de brincar. Em geral, uma vez que o filme tenha sido gravado, a criança perde interesse nele. Nós propomos chamar gravações de vídeos digitais feitas por essas crianças de “filmes órfãos”, não apenas porque são geralmente destinados ao esquecimento, mas também porque não são reivindicados por seus próprios criadores. Ao invés de estudar esses “filmes caseiros” na tradição de práticas de mídia domésticas,

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Croissant, Ann B. "Films/Videos for Children Interrelationships." Childhood Education 73, no. 3 (1997): 189–90. http://dx.doi.org/10.1080/00094056.1997.10522688.

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Kjeldgaard-Christiansen, Jens, Zac Boyd, and Míša Hejná. "Teaching children to discriminate?" MedieKultur: Journal of media and communication research 40, no. 76 (2024): 181–202. http://dx.doi.org/10.7146/mk.v40i76.135083.

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Rosina Lippi-Green’s (1997, 2012) classic quantitative study of linguistic representation in animated Disney films of the 20th century found these films to be discriminatory. Her main and most publicized finding was that characters who spoke varieties of American English tended to be morally good, while characters with a foreign accent were often evil and untrustworthy. Following a methodological discussion of Lippi-Green’s approach as it relates to our own, we investigate the degree to which her results also describe 273 characters from Disney’s successful “Revival Era,” starting with The Pri

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XHEMALI, Albana, Elkjana GJIPALI, and Elona HASKO. "The impact of Albanian cartoon films on the learning process, stimulating thought, imagination, and their use as un instructional tool for improving and facilitating the implementation of the preschool curriculum." Polis 22, no. 1 (2023): 25–29. http://dx.doi.org/10.58944/cswg8604.

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With the development of technology, teachers face the challenge of finding new and creative methods to improve the educational process in their work with preschool children and cartoon films for children can be un instructional and educational tool for using in the classrooms, preschools or other educational activities for preschool children. Using cartoon films for children could be a very interesting method, instructional and could improve children’s attention, improve language and communication skills, establish relationships between subjects in the film and develop problem-solving skills,

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Zhan, Yao, Jiangdong Cui, and Jiange Xu. "The Source of the Emotional Construction of Chinese Left-behind Children-Themed Films." World Journal of Social Science Research 10, no. 3 (2023): p21. http://dx.doi.org/10.22158/wjssr.v10n3p21.

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As an intermediate medium of storage medium, the film becomes the image of linguistic significance due to the addition of emotional elements. As a form of video art, meanwhile, the theme of Chinese left-behind children itself has strong vitality, which makes Chinese left-behind children themed films have natural emotional attributes in emotional expression. As an art form combining visual and auditory, Chinese left-behind children films mainly come from three aspects: first, the left-behind children films themselves; second, the emotions of left-behind children film filmmakers, and finally, th

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Louiyapong, Kamjohn. "Children’s Films: Children’s Matters are No Childish Matters." MANUSYA 19, no. 2 (2016): 17–48. http://dx.doi.org/10.1163/26659077-01902002.

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This paper studies Thai children’s films produced in the appropriately five decades since the decade of B.E. 2510 (1967). The study reveals that, in this time, there have been more than fifty Thai films in rich diversity both produced “for” children and “about” them, and that of these two groups, the first is more likely to be intended primarily for a young audience. Thai children’s films can be divided into five periods from a historical point of view, and categorized into three groups, namely, children and their inner lives, children and the family and, children and society.

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Garbar, Svitlana. "THE USE OF ANIMATED FILMS IN THE FORMATION OF NATURAL SCIENCE COMPETENCE OF CHILDREN OF PRIMARY SCHOOL AGE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(50) (May 31, 2022): 56–58. http://dx.doi.org/10.24144/2524-0609.2022.50.56-58.

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The article describes the essence of the concepts of «natural science competence», «formation of natural science competence of children of primary school age», «animated films»; analyzed the potential for the use of animated films; the criteria for the selection of animated films from the point of view of their suitability for use as a means of forming the natural science competence of children of primary school age have been determined. Research methods: theoretical (analysis of literature on research problems), empirical (pedagogical observations, creation of special diagnostic situations).

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Wardani, Refrida Chandra. "KEPUTUSAN ORANG TUA DALAM MENGIJINKAN ANAK MENONTON FILM YANG MENGANDUNG UNSUR KEKERASAN." Jurnal PROMKES 5, no. 1 (2018): 89. http://dx.doi.org/10.20473/jpk.v5.i1.2017.89-101.

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Superherofilm is a type of spectacle that is still widely consumed by children. Data from commonsense.org states that 68% of superhero films which aired in 2011-2016 have PG-13 ratings (Parental Strongly Cautioned) that contain violence and can have an impact on child development. Children who often watch television or movies tend to less concentration, less attention to the environment, and imitate what is shown. This study aimed to determine related factors of parental decisions in allowing children to watch violence films. This research was a quantitative with cross sectional approach. By u

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Hernandez, H. David Urquiza. "Children of the Night in The Others." Biochemist 37, no. 6 (2015): 14–17. http://dx.doi.org/10.1042/bio03706014.

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Children of the Night, Children of the Moon or Children of the Dark are names used for referring to children suffering from xeroderma pigmentosum, a rare genetic disease in which the affected children cannot be exposed to sunlight, which can be fatal for them. This disease have been explored in a few films: Children of the Dark (a made-for-TV film), Dark Side of the Sun, a direct-to-DVD film and, finally, a mainstream film depicting children with this disease, The Others, an acclaimed and award-winning film directed by Alejandro Amenábar, starring Nicole Kidman as Grace, Fionnula Flanagan as B

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Giveans, David L. "Films focusing on children with disabilities." Day Care & Early Education 16, no. 2 (1988): 42–44. http://dx.doi.org/10.1007/bf01622986.

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Eddowes, E. Anne. "Films/Videos for Children: Environmental Concerns." Childhood Education 67, no. 3 (1991): 201–2. http://dx.doi.org/10.1080/00094056.1991.10521611.

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Campbell, Carole S. "Films/Videos/DVDs: Children at Risk." Childhood Education 83, no. 3 (2007): 189–90. http://dx.doi.org/10.1080/00094056.2007.10522910.

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Pratiwi, Dyani Prades, Roma Kyo Kae Saniro, and Andina Meutia Hawa. "The Functions of Films for Children as Learning Media in Children's Education." MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-ilmu Sosial 7, no. 1 (2023): 12–17. http://dx.doi.org/10.30743/mkd.v7i1.6528.

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Children's interest in learning should be continuously enhanced. Selecting suitable learning media is very important to support the increased interest in learning. A film can be one of the learning media that offers advantages for achieving a quality children's education process. This study aims to discuss the functions of films for children in children's education. The method used is descriptive qualitative with literary studies techniques. The study results show that there are three functions of films for children as learning media, namely film as a media for language learning, film as a med

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Nkemakonam, Aniukwu (PhD). "The Screen Institution and Child's Models in Nollywood Fictional Reality Films: An Example of Two Rabbits." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 06, no. 08 (2023): 3626–34. https://doi.org/10.5281/zenodo.8252341.

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Child education in Nigeria and most parts of Africa has become a serious subject matter in recent times due to some nonchalant and maladjusted behaviours witnessed in today’s kids and younger adults alike. However, in Nollywood today, the themes of hatred, deceit, gluttony, stealing, and other social vices are prevalent in some children films. This research is centred on finding out the reasons for such increase in dubious behaviours amongst the children and thus adopts content analysis approach of qualitative research method to evaluate a Nollywood fictional-reality film Two Rabbits sel

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Kümmerling-Meibauer, Bettina. "Introduction." Journal of Educational Media, Memory, and Society 5, no. 2 (2013): 39–44. http://dx.doi.org/10.3167/jemms.2013.050203.

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The study of children’s films is a complex and demanding issue, involving a range of critical, educational, psychological, cultural, institutional, and textual aspects. “Children’s films” can be a broad and ambiguous term; there are films aimed at children, films about childhood, and films children watch regardless of whether they are children’s films or films targeted toward adults. The rise of an expanding children’s film industry (including the accompanying merchandizing products) in the United States and many European countries presents a further challenge to the study of children’s films.

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Agustin, Nurul, Ivo Yuliana, and Miftakhul Hidayah. "MEMAHAMI NILAI MORAL DALAM FILM ANIMASI NUSSA DAN RARA SEBAGAI TAYANGAN YANG LAYAK DITONTON ANAK SEKOLAH DASAR." Jurnal Muassis Pendidikan Dasar 1, no. 1 (2022): 77–87. http://dx.doi.org/10.55732/jmpd.v1i1.7.

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Animated films are moving images that contain messages in each scene. Animated film, played by 2 children's characters named Nussa and Rara. The animated films Nussa and Rara are watched by all people, from children to adults. The animated films Nussa and Rara are very interesting for children to watch, so adults can also watch it in order to choose films that are suitable for children to watch. This research was conducted to understand the moral values and the presence or absence of moral values in the animated film Nussa and Rara for children. The moral values contained in the animated

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Aniukwu, Nkemakonam. "Nollywood and the leaders of tomorrow: interrogating film content and character formation of the Nigerian child." UJAH: Unizik Journal of Arts and Humanities 20, no. 3 (2020): 59–79. http://dx.doi.org/10.4314/ujah.v20i3.4.

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The intellectual discourse on the influence of films in shaping a child’s ideological leaning is a topic that has generated interest in different parts of the world. The supposed proposition that inapt behaviours, nonchalant attitudes, moral decadence, and violence among children are outcome in most films produced in Nollywood Film Industry calls for serious examination. Hence, to examine the effects which film contents could have on educational development and character formation of a Nigerian child remains the aim of this study. Objectives include; to ascertain the potentials of films conten

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Freudendal, Jakob. "Towards audience-centric film funding: New strategies for commissioning youth films in Denmark." Journal of Scandinavian Cinema 14, no. 1 (2024): 31–39. http://dx.doi.org/10.1386/jsca_00108_1.

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This article investigates the changed market conditions for production of films for young audiences in the on-demand age. More precisely, I analyse how the public funding of films for children and youth in Denmark has undergone significant change in response to intensified competition and waning audience interest. From the outset of the Commissioner’s Scheme for films for children and youth at the Danish Film Institute (DFI), the state subsidized main financier in the national industry, the institution has changed away from selective funding based on cultural evaluation criteria towards audien

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Harvey, Kate. "Dressing Disney's children in the twenty-first century." Film, Fashion & Consumption 9, no. 1 (2020): 23–42. http://dx.doi.org/10.1386/ffc_00010_1.

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Abstract This article is concerned with the clothing and costuming of children in the Disney Princess transmedial universe. This extends to the fictional children who grow into their 'princesshood' within the film, as well as the nonfictional children who are the implied audience both for the films and for their associated merchandise. Since Disney acquired Pixar in 2006 and John Lasseter was made creative director of both companies, there has been an increased focus on childhood in Disney's output, and this is particularly notable in the 'princess' films produced under Lasseter: The Princess

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Blessing, Adjeketa. "Imported cartoon films: Replacing African social-cultural values?" Pedagogika Społeczna Nova 2, no. 3 (2022): 171–83. http://dx.doi.org/10.14746/psn.2022.3.10.

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    This study, Imported Cartoon Films: Replacing African Social-Cultural Values, examined the impact of animation movies on the Nigerian child in the areas relating to association and cultural values and affiliation. To ascertain the impact, the study seeks parents’ and caregivers’ opinions. The sociologi- cal research method is used. A random oral interview was conducted with parents and caregivers of children between the ages of 0–14. A good number of the research population and sample size have representatives from the low, middle, and upper-class citizens residing

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Wibawa, Satrya. "Family, Power, and Nationalism." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 180, no. 1 (2024): 36–61. http://dx.doi.org/10.1163/22134379-bja10056.

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Abstract This article examines the Indonesian films Si Pintjang (1951) and Djenderal Kantjil (1958) to explore how they use the portrayal of children to articulate notions of Indonesian nationalism post-independence. Directed by prominent Indonesian filmmakers Kotot Sukardi and Nya Abbas Akup, these films are believed to represent different political ideologies amidst the political polarization of the 1950s. Through a careful analysis of the films’ texts, this article reveals how these films use the role of adults to represent the power of the state, implying the state’s authority in restoring

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Sedney, Mary Anne. "Children's Grief Narratives in Popular Films." OMEGA - Journal of Death and Dying 39, no. 4 (1999): 315–24. http://dx.doi.org/10.2190/un7p-9rxy-j9h5-bhn6.

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Children's grief narratives, conceptualized as portrayals of the grief process in children, in popular films are examined. Four films focus this study: Snow White, Bambi, The Land Before Time, and The Lion King. These films reflect a range of acknowledgment of death and descriptions of grief in their young characters. They also vary in the extent to which they are consistent with traditional models of grief that emphasize detachment and contemporary models that focus on the importance of ongoing connections with the deceased. These films are consistent in their portrayal of the availability an

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Yani, Rahma, Khadijah Khadijah, and Sholihatul Hamidah Daulay. "Upaya Meningkatkan Perilaku Toleransi pada Anak Usia 5-6 Tahun melalui Film Animasi di RA Kartini Sei Rampah." Asian Journal of Early Childhood and Elementary Education 2, no. 5 (2024): 531–43. http://dx.doi.org/10.58578/ajecee.v2i5.3805.

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This study aims to determine the improvement of tolerance behavior through animated films at RA Kartini Sei Rampah, addressing various problems and solutions. To collect data, the author used classroom action research methods. The research was conducted in two cycles, each consisting of four stages: planning, action/implementation, observation, and analysis/action. The sample consisted of 20 students. Using animated films as a medium can improve tolerance behavior in children aged 5-6 years at RA Kartini Sei Rampah during the 2023/2024 academic year. This is shown by the results of pre-action

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von Leupoldt, Andreas, Jenny Rohde, Anna Beregova, Imke Thordsen-Sörensen, Janine zur Nieden, and Bernhard Dahme. "Films for eliciting emotional states in children." Behavior Research Methods 39, no. 3 (2007): 606–9. http://dx.doi.org/10.3758/bf03193032.

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Clark, Cindy Dell. "Asthma Episodes: Stigma, Children, and Hollywood Films." Medical Anthropology Quarterly 26, no. 1 (2012): 92–115. http://dx.doi.org/10.1111/j.1548-1387.2011.01198.x.

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TERR, LENORE C., and ANDRE DERDEYN. "Resolved: Horror Films Are Good for Children." Journal of the American Academy of Child & Adolescent Psychiatry 31, no. 1 (1992): 165–69. http://dx.doi.org/10.1097/00004583-199201000-00025.

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Hunt, Mary Alice. "Selecting Films for Children-A Bibliographic Essay." Collection Management 7, no. 3-4 (1985): 255–62. http://dx.doi.org/10.1300/j105v07n03_26.

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Eddowes, E. Anne. "Films/Videos for Children: Learning about Animals." Childhood Education 66, no. 1 (1989): 56–59. http://dx.doi.org/10.1080/00094056.1989.10522483.

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Eddowes, E. Anne. "FILMS/VIDEOS for Children: The Drug Problem." Childhood Education 66, no. 5 (1990): 349–50. http://dx.doi.org/10.1080/00094056.1990.10522557.

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Miller, Susan A. "Films/Videos for Children: Promoting Ecological Awareness." Childhood Education 68, no. 5 (1992): 330–31. http://dx.doi.org/10.1080/00094056.1992.10521783.

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Greenhill, Pauline, and Steven Kohm. "“Hansel and Gretel” Films: Crimes, Harms, and Children." Dzieciństwo. Literatura i Kultura 2, no. 1 (2020): 11–34. http://dx.doi.org/10.32798/dlk.350.

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    A brutal narrative of child abandonment, murder, and cannibalism may not seem the conventional stuff of fairy tales to those trained for a Disney-eyed view. Yet that is exactly what “Hansel and Gretel” offers. Film versions across genres, including drama, noir, horror, slasher, thriller, comedy, and adventure, deal seriously with crimes against and harms to children. Many practices and behaviours that endanger and damage people of various ages in all kinds of contexts, including environmental degradation, economic exploitation, and many forms of discrimination, are

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Whitley, David. "Learning with Disney." Journal of Educational Media, Memory, and Society 5, no. 2 (2013): 75–91. http://dx.doi.org/10.3167/jemms.2013.050206.

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This article reconsiders the concept of innocence in relation to animated films for children, focusing particularly on Disney but additionally drawing on examples from other traditions. The author argues that the notion of innocence within these films is potentially double-edged, encompassing both actively transformative and more vulnerable, passive properties. Children's animation is not simply culturally conservative, however, but also rehearses other possibilities, often in a playful form. The article suggests that what children learn from Disney and other animated films is shaped in comple

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Khalikul Bahri, Yusri, and Syahril Furqany. "Impact of Cartoons on Children's Behavior." Journal of Society Innovation and Development 1, no. 1 (2019): 11–15. https://doi.org/10.63924/jsid.v1i1.31.

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The phenomena of behavioral changes that have occurred in children aged (6-12 years) in recent years have been influenced by movie shows, especially cartoon films. This study aims to determine the impact of cartoon films on children's behavior. In addition, it is also to find out what are the negative effects of cartoon movies on children in Gampong Seukeum Bambong Delima District, Pidie Regency. This research uses a qualitative approach by analyzing descriptive data analysis. The type of research is field research, using direct observation, interviews and documentation. The results showed tha

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Woodsmall, ZoraAnn, and Sara Hare. "Gender Through the Lens of Children’s Films." Advances in Social Sciences Research Journal 9, no. 9 (2022): 1–10. http://dx.doi.org/10.14738/assrj.99.13026.

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This content analysis study sheds light on the gender inequality in popular children’s animated films. The dataset uses the North American theater grosses to rank the most popular 150 animated children’s films from 1990-2020. We found multiple patterns of gender inequality related to speaking roles, lead characters, physical portrayals, social roles, interpersonal relationships, and even the creators of the films. Male characters had three times as many speaking roles as female characters and had the lead role in 80% of the films. Correspondingly, 80% of the film creators (writers, directors,

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Noorman, Safrina, and Nia Nafisah. "Contesting Indonesia in children’s films: An analysis of language use and mise-en-scène." Indonesian Journal of Applied Linguistics 5, no. 2 (2016): 294. http://dx.doi.org/10.17509/ijal.v5i2.1353.

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This research aims to investigate and interpret nationalism in Indonesian films for children with local settings. Four films for children –Garuda Di Dadaku (2009), Di Timur Matahari (2011), Serdadu Kumbang (2011), dan Tanah Surga…katanya (2012)- are analyzed with reference to the theoretical assumption of film as a form system covering its language use and mise-en-scène (Bordwell &amp; Thomson, 2010). Employing a formal system analysis, aspects of nationalism were constructed and interpreted using Bhabha’s (2000) dissemination theory and a seminal theory of ideology in children and teenage

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Merás, Lidia. "Childhood and nature in the Iranian post-war film Willow and Wind (Talebi 1999)." New Cinemas: Journal of Contemporary Film 19, no. 1 (2021): 39–52. http://dx.doi.org/10.1386/ncin_00023_1.

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Mohammad-Ali Talebi’s forgotten masterpiece Beed-o Baad (Willow and Wind) () is an Iranian children film written by Abbas Kiarostami, that pays tribute to the children of the post-war generation. As in other children’s films of the period, the young hero has a mission, which he stubbornly pursues. Set in a village in Northern Iran, the story follows the boy’s efforts to repair a broken glass during very stormy weather. This article will examine the visual motives of Willow and Wind (a boy climbing a hill, single trees, wind, rain) paying particular attention to the interaction with nature. The

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Łangowska, Paulina. "Media Representations of Speech Disorders in Characters from Selected Films for Children." Przegląd Badań Edukacyjnych 2, no. 43 (2024): 71–86. http://dx.doi.org/10.12775/pbe.2023.028.

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Research so far shows that animated films are present in children's lives from an early age. Young audiences are looking for role models, which often take the form of characters from animated films. The aim of the research presented in this article was to reconstruct media representations of speech disorders specific to characters in selected animated films aimed at children. The author used archive searching as a data collection method and content analysis as a method to analyse the collected material. The paper presents results of a speech disorder analysis of 18 children from Poland. Resear

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Syam, A. Sri Mardiyanti, and Nurhalisah N. "DAMPAK TONTONAN FILM KARTUN TERHADAP PERILAKU SOSIAL ANAK USIA 4-5 TAHUN DI KABUPATEN BONE." EDUCHILD (Journal of Early Childhood Education) 4, no. 2 (2024): 76–92. https://doi.org/10.30863/educhild.v4i2.5513.

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This thesis discusses the impact of watching cartoon films on the social behavior of children aged 4-5 years in Sipakatau Kindergarten, Tellu Siattinge District. The main problem in this research is how the social behavior of children aged 4-5 years in Sipakatau Kindergarten, Tellu Sittingnge District, Bone Regency is described and what is the impact of watching cartoon films on the social behavior of children aged 4-5 years in Sipakatau Kindergarten, Tellu Sittingnge District, Bone Regency. The type of research used is qualitative with a research approach using a descriptive research approach

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Tuisk, Astrid. "Children as Consumers and Co-Creators of Cultural Products: The Impact of Foreign Films on Estonian Children’s Culture in the 1950s." Folklore: Electronic Journal of Folklore 86 (August 2022): 111–32. http://dx.doi.org/10.7592/fejf2022.86.tuisk.

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This article gives a folkloristic insight into how cinema and films influenced Estonian children’s culture in the late 1940s and in the 1950s. During this period, Estonia was occupied by the Soviet Union. Due to the lack of Soviet film production at that time, the cinemas began to show American, German, and other films of the 1930s, so-called foreign films or trophies. The post-World War II trophy films, which differed from Soviet films in both themes and images, but also ideals, characters, and soundtrack, became box-office hits. The source material comes from the relevant essays sent to the

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Indayani, Nur Fajri, Rusmayadi Rusmayadi, and Muhammad Akil Musi. "Pengaruh Film Animasi Terhadap Perilaku Moral Anak Usia 5-6 Tahun." JECED : Journal of Early Childhood Education and Development 4, no. 1 (2022): 59–68. http://dx.doi.org/10.15642/jeced.v4i1.1876.

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The moral behavior of children today is quite worrying, especially in early childhood. This can be triggered by several factors, one of which is watching animated films that are used to be consumed by children. This study aims to examine the relationship and impact between animated films (y) on children's moral behavior (x). The method in this research is correlational using bivariate analysis technique. The object of the research is group B students with a total sample of 12 children. From the results of data processing, the r value of 0.973 is obtained, the correlation coefficient of determi

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Nurhayati, Fitriana, Patipurnama, and Durrotunnisa Durrotunnisa. "THE ROLE OF ROLE PLAYING METHODS ON THE IMPLEMENTATION OF RELIGIOUS AND MORAL VALUES BASED ON CARTOON/ANIMATION FILM BASED ON KARUN/ANIMATION FILM AGES 5-6 YEARS OLD." International Journal of Social Science 2, no. 3 (2022): 1627–40. http://dx.doi.org/10.53625/ijss.v2i3.3105.

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This problem is the cultivation of children's religious and moral values has not developed properly. In connection with this problem, the aim is to determine the role of the role-playing method in instilling religious and moral values in children based on cartoon/animated films during the COVID-19 pandemic aged 5-6 years. The approach in this research is qualitative and the type of research is descriptive. The subjects were 24 children consisting of 11 boys and 13 girls. Data was collected by means of observation, interviews, and documentation. Data management is done by using percentage t

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Bauer, Matthew, Andrew Georgeson, Caitlin McNamara, Bryan H. Wakefield, Tonya S. King, and Robert P. Olympia. "Positive and Negative Themes Found in Superhero Films." Clinical Pediatrics 56, no. 14 (2016): 1293–300. http://dx.doi.org/10.1177/0009922816682744.

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Superhero films have become incredibly popular. The objective of this study was to determine the positive and negative themes found in a select number of superhero films. A total of 30 superhero films were analyzed. The average numbers of positive and negative themes were 19.4 and 29.5 mean events per hour for all included films, respectively. The most common positive themes were “assisting others/protecting the public,” “positive relationships with family/friends,” and “teamwork/collaboration.” The most common negative themes were “acts of violence/fighting,” “use of guns/knives/lethal weapon

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