Food advertisements in the Saturday morning television program for children

Food advertisements in the Saturday morning television

Many children watch the television shows more often as compared to the amount of time they spend doing other activities. These are children therefore exposed to a wide range of food commercials, and indeed there is a need to examine the types of food advertisements during the Saturday morning television program for children. As I watched the Saturday morning television, I noticed that a greater percentage of the total commercials being broadcast were food products. Moreover, I also realized that a higher proportion of the food ads were foods of little nutritional value, a conclusion I arrived at with information from the grocery store. The most frequent adverts were of foods with high-sugar cereals. It can thus be postulated that childhood obesity is reaching the epidemic proportions as a result of the foods prevalently rich in sugars, and fat, many of which have low nutritional values but are widely advertised. Therefore, the diet displayed during the Saturday morning television is an antithesis considering what is recommended for a child’s healthy eating. As a remedy, the issues of food advertising, more so during the Saturday morning television program for children, should be revisited on a country level.

Ways by which parents help a child’s problem solving and use of language

Responsive parenting is a critical aspect regarding parenting as we seek to understand the role of environment during a child’s development. On the other hand, the unresponsive way of parenting is likely to jeopardize a positive development process, more so to those with high risks of experiencing development problems. Responsive parenting begins with the content, type, and the manner in which the parents involve with their kids during conversations. As evident from many parent-child communications, a parent needs to encourage a child’s politeness and correct them whenever they do it wrong.

Baumrind’s parenting styles

According to Baumrind, there are four dimensions of interactions between the parent and their children. The dimensions include authoritative parenting, authoritarian parenting, permissive-indulgent parenting, and permissive-uninvolved parenting. The authoritative parenting is identified by the clear standards, and expectations parents set to their children (Wigfield & Eccles, 2000). The parents in this dimension monitor a child’s behavior and encourage the child to learn from mistakes having made the decision. The parents in this group treat their young ones with kindness, affection, respect, and are also warm and nurturing. However, differentiating between an authoritarian and authoritative parenting can be difficult as the two dimensions seem to follow similar steps. I believe as a result of my parent’s authoritative aspect of parenting, I am of high self-esteem and self-reliance, and socially responsible. The authoritative style of parenting is thus the best, and I would like to use it with my children.

The games that children play and their likelihood to involve with peers

Play is a critical part of a child’s development. It is through the games that a kid can learn about colors, cause and effects, shapes, and even their capabilities. Moreover, play not only improves a child’s cognitive abilities but also improves their psychomotor and social skills. Some kids like playing physical games, for instance, hide-and-seek, or expressive plays to show their feelings with use materials such as crayons, clay, and markers. It is through these games, for example, the expressive play, through which peers can take active roles by using the play materials alongside the children. The likelihood of a child involving themselves with the peers relies on the dimension by which the parents take care of the young ones. Children under authoritarian parenting are less likely to indulge with the peers for they tend to believe they will be punished.


Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psychology25(1), 68-81.

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