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Speaker 1: Seven o two Weekend Breakfast and Parenting with Nicky Bush.

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Speaker 2: It's eleven minutes after eight o'clock time for us to

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Speaker 2: talk parenting. And this week we're looking at the television,

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Speaker 2: which I think has also changed. I think when I

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Speaker 2: was growing up, it literally was the television. It was

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Speaker 2: the box and the lounge or the dining room that

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Speaker 2: was plugged into the wall that I watched right, and

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Speaker 2: there were cartoons at certain times, and then the cartoons ended.

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Speaker 2: They'd be cartoons until you know, five o'clock, and then

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Speaker 2: my grand would want to watch her soapies Young and

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Speaker 2: the Restless Days of our Lives, Bold and the Beautiful.

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Speaker 3: Then she'd want to watch the news.

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Speaker 2: But you know, television is a pretty big part of

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Speaker 2: how we I think most of us, many of us

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Speaker 2: grew up. Television continues to be a big part of

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Speaker 2: our children are growing up now.

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Speaker 3: But I think it has changed.

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Speaker 2: The development of streaming, of YouTube, of mobile devices has

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Speaker 2: changed how kids are consuming television content or video content.

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Speaker 2: And so what are the pros and cons of the

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Speaker 2: ways in which kids can consume TV content, film content,

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Speaker 2: video content. Now, maybe you have a strategy in your

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Speaker 2: home for managing how.

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Speaker 3: Much TV, and when did they consume TV? Your kids?

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Speaker 2: Let us know about it on O double one eighty

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Speaker 2: three or seven oh two. Send us your what'sup messages

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Speaker 2: on O seven two seven two one seven O two.

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Speaker 2: And maybe you have a TV show that you remember

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Speaker 2: from your days as a young person. Captain Planet as

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Speaker 2: one that comes to mind. Kiddio was another big one

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Speaker 2: growing up for me, So I want to hear some

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Speaker 2: of your favorite childhood TV programs as well on seven

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Speaker 2: two seven oh two one seven oh two. We're joined

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Speaker 2: is always my resident human potention and parenting expert, Nicki

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Speaker 2: joins us quire zoom Nikki A very good morning too, Niki.

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Speaker 1: Good morning girls.

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Speaker 3: Ah, there we go. Good morning, Nikki.

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Speaker 1: How are you this morning?

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Speaker 3: Very well? Thank you?

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Speaker 2: Feeling very nostalgic because we're speaking about television and TV

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Speaker 2: was such a big part of my of my you know, childhood,

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Speaker 2: so I'm feeling a little bit nostalgic.

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Speaker 3: How are you.

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Speaker 1: I am well, thank you.

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Speaker 4: And when we think about television today, for me, I

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Speaker 4: just think about and you mentioned the Young and the

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Speaker 4: Rest Listen your goggle, you know, watching those shows. When

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Speaker 4: when we watch TV as adults, for the most part,

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Speaker 4: it's either for information like the news, or it's to

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Speaker 4: literally chill out, zone out, space out and have a

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Speaker 4: moment of brain death where we don't have to think,

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Speaker 4: where we don't have to make any conscious decisions and

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Speaker 4: we can just relax. That's, you know, a big reason why,

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Speaker 4: one of the big reasons why as adults we plunk

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Speaker 4: ourselves down in the in the family room on the

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Speaker 4: couch and watch TV. And if you think about that

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Speaker 4: connection to TV, what is happening to a child's brain

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Speaker 4: when they are left watching TV? For our on end, Now,

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Speaker 4: very different parts of the brain light up when we

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Speaker 4: are simply staring in stare mode, in relaxation mode, watching TV.

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Speaker 4: And actually TV grabs the attention of course as well.

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Speaker 4: And when you go back to your childhood, and when

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Speaker 4: I go back to my childhood, the scenes on television

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Speaker 4: programs changed very slowly.

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Speaker 1: And I want all.

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Speaker 4: Adults to think about watching an old fashioned western on

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Speaker 4: television when there was now a gunfight. TV worked so slowly.

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Speaker 4: The scene changes worked so slowly that you could literally

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Speaker 4: count the seconds as the cowboy pulled out his gun

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Speaker 4: and aimed and fired. You could probably go one, two, three, four, five,

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Speaker 4: whereas today, the scene changes, the cuts in the edits

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Speaker 4: are so quick and it's incredibly different. And that's another

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Speaker 4: reason why children become addicted to television because of those

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Speaker 4: scene changes that are so quick. It holds their attention.

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Speaker 1: You can't go off.

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Speaker 4: I mean, I think even for adults now, you can't

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Speaker 4: walk away from a TV screen and go and make

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Speaker 4: a coffee or a cup of tea and then come

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Speaker 4: back and know what's going on. You've missed half the

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Speaker 4: story in three or four minutes.

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Speaker 2: I thought it was quite interesting. Children's programming has always

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Speaker 2: been quite high pitched. They're kind of speaking that sort

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Speaker 2: of baby voice. But every time I catch a little

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Speaker 2: bit of sort of like A Poor Patrol or a

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Speaker 2: Bluey or any one of the shows that's sort of

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Speaker 2: on Netflix, I'm always amazed at how just how high

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Speaker 2: pitched the voices are, and I wonder if that has

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Speaker 2: any influence at all on kids.

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Speaker 3: But that's been such an interesting thing for me.

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Speaker 2: Every time I engage with any newer kiddies content, the

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Speaker 2: voices are very high.

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Speaker 4: Yeah, that's quite interesting because when I speak to parents

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Speaker 4: and coach parents, I actually say to them, if you

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Speaker 4: want your child to take you seriously, and if you

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Speaker 4: want to have more control, if you want your child

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Speaker 4: to respond, don't speak in a high pitched voice.

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Speaker 1: Drop your voice, lower your voice. The same is.

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Speaker 4: Taught when you go to puppy training and so pappy socialization.

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Speaker 4: If you if you you need to have a firm,

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Speaker 4: low voice and speak more slowly for you for your

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Speaker 4: kids to take you seriously, for your puppies to take

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Speaker 4: you seriously. Whereas if you speak in the high pitched voice,

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Speaker 4: it generally means you have less control, and we drop

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Speaker 4: into what we call things like mother rees where we baby.

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Speaker 1: Talk to our children.

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Speaker 4: So it's fascinating that you've picked up that there's a

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Speaker 4: lot of high pitched voices in children's programming. I must

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Speaker 4: look into that some more, because I actually hadn't thought

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Speaker 4: about that. But I will say that there's lots of

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Speaker 4: research to show that young children simply stare at the

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Speaker 4: rapidly changing scenes and taking noises without understanding what they're watching.

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Speaker 4: And scientists have shown using imaging of brain scans, that

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Speaker 4: only two parts of the brain light up when children

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Speaker 4: are watching television, and that would be the visual and

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Speaker 4: the listening areas. So those are the areas being stimulated,

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Speaker 4: while the other areas of the brain that are used

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Speaker 4: for communicating and learning, thinking, memorizing, expressing their personality, fine

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Speaker 4: tuning their social behavior, those parts of the brain remain

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Speaker 4: inactive and completely unstimulated while watching television. And so this

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Speaker 4: is where we need to remember as parents, that human

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Speaker 4: interaction where we have conversations where we ask our children

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Speaker 4: to explain how they're feeling. Where we ask our children

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Speaker 4: a question like perhaps we would when we're reading a

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Speaker 4: story to them, what color was that dog? How many

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Speaker 4: brothers and sisters did little Tommy have. That's when the

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Speaker 4: brain lights up like a Christmas tree, And.

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Speaker 1: That's when there are.

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Speaker 4: These connections being formed between different parts of the brain.

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Speaker 4: This is what is growing a child's brain when lots

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Speaker 4: of different parts of the brain light up because they're

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Speaker 4: connecting with each other. So you often hear me talk

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Speaker 4: about the fact that children learn in three phases, concrete,

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Speaker 4: real interaction with the world. I hold this apple, I

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Speaker 4: know it's round, I know it's hard. I stroke the doggie.

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Speaker 4: I know the doggie is fluffy. It's got fur, it's

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Speaker 4: got hair, it's different to human skin. For example, I

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Speaker 4: learn about actions and reactions because a dog box. If

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Speaker 4: I throw a ball for the dog, it'll go and

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Speaker 4: fetch it'll bring it back to me. When I talk

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Speaker 4: to my mom and dad, they talk back to me.

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Speaker 4: When Mum or dad come back from work, we hug

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Speaker 4: each other. A totally different experience to a flat screen TV,

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Speaker 4: which may entertain, but it does not respond like a

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Speaker 4: human being to a child. Let's think about the fact

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Speaker 4: that children need to learn how to make comparisons. This

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Speaker 4: is a very important function of learning about the world

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Speaker 4: is comparing things.

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Speaker 1: Now, you could have the.

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Speaker 4: Biggest flat screen TV you could buy in the world. Okay,

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Speaker 4: so it fits you know the whole wall. Now that TV,

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Speaker 4: whether it's a big TV or a small TV. If

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Speaker 4: your child sees a mouse on a television that is

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Speaker 4: the size of the wall, they could believe the mouse

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Speaker 4: is bigger than a human being. If they see an

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Speaker 4: elephant on a small screen, they will never understand unless

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Speaker 4: you go to the game reserve or a zoo, that

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Speaker 4: an elephant is actually bigger than mummy or Daddy's car. Now,

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Speaker 4: that's real intelligence when a child gets to actually make

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Speaker 4: a physical comparison, whereas on a TV, an elephant and

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Speaker 4: a mouse could be the same size.

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Speaker 2: I wonder, Nikki, So I mean I can only use

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Speaker 2: my own childhood as a I guess anecdotes or evidence.

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Speaker 2: But part of how I watched TV was it was

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Speaker 2: quite structured. I could only watch about thirty minutes in

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Speaker 2: the morning while I was getting ready, and it was

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Speaker 2: usually morning live actually to see what was happening and

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Speaker 2: hear the news. And then in the afternoon it was

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Speaker 2: after I'd done my homework, and even then it was

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Speaker 2: within you know, searching amount of us so TV or

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Speaker 2: access to film or TV was not unlimited. And then

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Speaker 2: after I think eight o'clock or nine, then you know,

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Speaker 2: there was nothing else whereas I think there's been a

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Speaker 2: shift even for all of us as adults. Now you

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Speaker 2: can watch TV anytime, you can watch it in bed,

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Speaker 2: you can watch on your tablet, on your phone, and

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Speaker 2: that includes young people. And so I wonder if that

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Speaker 2: lack of structure or limit or limiting access to TV

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Speaker 2: is also not one of the things that's having quite

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Speaker 2: a big impact. There's this idea that you can watch

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Speaker 2: anything anytime. You can watch it at Woolli's in the trolley,

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Speaker 2: you can watch it at you can watch Bluey and

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Speaker 2: Poor patrol anytime.

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Speaker 4: Whereas so yeah, any content anywhere, anytime, on any device.

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Speaker 4: And that's what's really changed in terms of television over

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Speaker 4: the past let's say thirty years, is that children are

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Speaker 4: now spoilt for choice. They can watch it anywhere, and

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Speaker 4: there are so many different programs now that we have

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Speaker 4: streaming as well as terrestrial TV. And in the olden days,

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Speaker 4: when you were a child, there was you could only

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Speaker 4: watch a program once a week because it was timed.

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Speaker 4: It only showed at seven o'clock on a Thursday night,

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Speaker 4: whereas now you can go and watch that same program

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Speaker 4: on a Monday, Tuesday, Wednesday, Thursday, anytime of the day

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Speaker 4: because it's available for replay. So, you know, we had television,

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Speaker 4: then we had the PVRs, then we had DVDs, and

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Speaker 4: now it's just like the smallgers board of availability, and

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Speaker 4: so children can get caught in constant viewing mode and

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Speaker 4: parents have also worked out since the beginning of television,

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Speaker 4: the TV is a fantastic babysitter. Blank a child in

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Speaker 4: front of a television set. They don't move, they don't

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Speaker 4: ask for anything, They sit on their hands, they don't

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Speaker 4: make a mess, they don't make a noise, because they

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Speaker 4: really go into that stare mode where they are being entertained,

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Speaker 4: where their focus, their concentration, their attention is being channeled

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Speaker 4: in one place at one time. So as parents, we

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Speaker 4: should be going back to the model that you lived with,

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Speaker 4: which is limiting television watching to certain times of the

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Speaker 4: day and as you said, maybe it's after you have

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Speaker 4: done your homework. I'm not a fan of television being

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Speaker 4: on where families are getting ready in the morning because

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Speaker 4: it can put children in stair mode. Unless you've got

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Speaker 4: a child who has got very good concentration. Children are

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Speaker 4: actually going to slow down getting dressed, They're going to

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Speaker 4: get sidetracked. They're not going to remember that you said

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Speaker 4: pack your swimming costume in your bag because it's swimming

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Speaker 4: practice today. And so you're going to start having discipline

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Speaker 4: issues and forgetfulness issues because children are not actually concentrating,

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Speaker 4: they can't multitask, and television is the thing that will

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Speaker 4: steal their attention. And then the other thing about leaving

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Speaker 4: television on all the time. If you have small children

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Speaker 4: who grow up in a home where television is on

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Speaker 4: in the background all the time, it becomes the white

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Speaker 4: noise and they actually don't function when there is no

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Speaker 4: white noise. Their brain gets used to the white noise.

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Speaker 4: So I have had many examples of children who go

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Speaker 4: to preschool having been at home for two years, perhaps

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Speaker 4: with a caregiver, and they get to preschool where there

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Speaker 4: is no television on, and they don't know what to

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Speaker 4: do with themselves emotionally. They melt down all the time.

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Speaker 4: And what has been fascinating is when a television is

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Speaker 4: turned on, the child completely relaxes because it's become like

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Speaker 4: a doodoo blanket. It's become like a safety net. And

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Speaker 4: I find that absolutely fascinating and shocking at the same time.

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Speaker 4: So this doodoo blanket thing, this white noise thing, is

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Speaker 4: a real thing. And let's go to something even more

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Speaker 4: devastatingly problematic, and that is that when you leave your

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Speaker 4: television set on all the time, even when you are

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Speaker 4: with your child in the same room, Studies have shown

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Speaker 4: that the word count that goes between children and their

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Speaker 4: parents would normally be nine hundred and forty one words

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Speaker 4: in an hour. As soon as there is a television

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Speaker 4: set on in the background, nobody's watching, nobody at all

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Speaker 4: is watching. Your word count drops to one hundred and

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Speaker 4: seventy one words in an hour. Now, we talk about

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Speaker 4: the fact that children acquire language through in many different ways,

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Speaker 4: but largely through interaction with their parents and other real people.

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Speaker 4: They can acquire language from watching television, but not if

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Speaker 4: it's a passive experience. We need to be there mediating,

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Speaker 4: asking what did the little boy say to his.

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Speaker 1: Mum, what happened to Google? What color was so and

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Speaker 1: so stress.

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Speaker 4: So when we use television a little bit like reading

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Speaker 4: a book to our children, and we do the comprehension test,

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Speaker 4: then we'll know whether our children are really paying attention

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Speaker 4: and whether they're really learning something. But we really need

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Speaker 4: to still hear human relationships. Television is no substitute for people,

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Speaker 4: so that word can't study nine hundred and forty one

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Speaker 4: words to one hundred and seventy one words. I hope

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Speaker 4: that has got our parents sitting up and thinking today,

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Speaker 4: because eating at the table with your children without a

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Speaker 4: television on is essential. Otherwise television is replacing relationships, it's

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Speaker 4: replacing conversation. And we even find that parents with very

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Speaker 4: young children say that their children won't eat unless there

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Speaker 4: is a screen on, unless they're watching Bluey on the

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Speaker 4: iPad or on the cell phone or on the TV,

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Speaker 4: their children won't eat. So what we're finding is that

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Speaker 4: screens are actually becoming self regulation tools instead of your

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Speaker 4: child internally being able to self regulate.

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Speaker 2: We have a message from someone who is a speech

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Speaker 2: therapist and they say, most of my patients who are

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Speaker 2: weaned off the screen have better success than those who

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Speaker 2: continue on the screen. And as you were just describing,

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Speaker 2: you know that drop in words between caregivers, parents and

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Speaker 2: their kids. This message also I guess highlighting the impact

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Speaker 2: of extended because I think kids will watch TV in

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Speaker 2: the same way that adults will watch you. But we're

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Speaker 2: talking here about you know, this kind of unregulated, almost

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Speaker 2: limitless access to a screen, and it impacting you know,

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Speaker 2: children's speech as well well.

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Speaker 4: When we speak to our children and when they are

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Speaker 4: looking at us, they are actually their brains and their

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Speaker 4: visual systems are mapping the way our mouth moves. Now

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Speaker 4: we talk about when we're on teams or when we're

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Speaker 4: on zoom meetings, we actually lose eighty percent of the

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Speaker 4: human cues that we would get when we were in person.

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Speaker 4: Our children need to build this intelligence about being human,

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Speaker 4: which means if they're watching humans on a screen, they're

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Speaker 4: only getting twenty percent of the visual cues that they need,

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Speaker 4: including the way the mouth and the body move when

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Speaker 4: communication happens. So we need to ensure that our children

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Speaker 4: spend far more time in the company of real people,

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Speaker 4: whether it is with us, with a caregiver at school,

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Speaker 4: doing real stuff than doing stuff on a screen, especially

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Speaker 4: in the first seven years of life when these emotional

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Speaker 4: intelligence foundations are laid down, when they are learning how

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Speaker 4: to map how to be human. But I would say

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Speaker 4: really the first twelve years of life, right up until

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Speaker 4: the end of primary school, we need to have some

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Speaker 4: serious boundaries. So if parents want to know how to

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Speaker 4: help their children make good decisions about how much to watch,

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Speaker 4: when to watch, etc. Go to Nickibush dot com and

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Speaker 4: download under free resources the Money or the Box game,

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Speaker 4: teaching children how to make good choices around when and

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Speaker 4: for how long they watch because they've got to pay

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Speaker 4: you in movie tickets or gaming tickets, and when the

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Speaker 4: tickets are finished, there's no more viewing until the next

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Speaker 4: week when you give them some more.

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Speaker 2: Nikki as always a great play to having you on

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Speaker 2: the show. Thank you so much for your time this morning.

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Speaker 1: Thank you googs, and have a great week to all

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Speaker 1: our listeners.

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Speaker 3: Thank you very much.

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Speaker 2: That's our residence, human potential and parenting expert Nikki Bush.

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Speaker 2: Coming up, we have a look at what's happening in

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Speaker 2: seven oh two Land. We start at Constitutional Hill where

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Speaker 2: the Basha Hulu Freedom Festival is happening this year and

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Speaker 2: they've got quite an impressive lineup. Then we go to

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Speaker 2: the Bunting Theater where there is the poetry meets theater

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Speaker 2: with Revolution of Words taking place. There will speak to

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Speaker 2: the director Kit tuk Toola JLB. But first, a very

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Speaker 2: busy sporting weekend, so let's check in with your Lass

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Speaker 2: Eyewitness New Sports with Underneath Schader