Children’s Early Development and the Influence of Violence in Cartoons: A Qualitative Inquiry

Children’s Early Development and the Influence of Violence in Cartoons: A Qualitative Inquiry | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Children’s Early Development and the Influence of Violence in Cartoons: A Qualitative Inquiry Rajanee Maharjan This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6807919/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Technology now plays a central role in the everyday lives of people across all age groups, from infants to the elderly. From the earliest stages of life, children are introduced to digital devices and media such as smartphones and smart TVs. For many young children, particularly those under eight years old, cartoons serve as a primary source of entertainment. As technology has advanced, the way content is produced and presented has also evolved. Media companies are increasingly designing cartoon content to appeal specifically to young viewers, with many television networks dedicating time slots exclusively to cartoons to boost their audience ratings. In recent years, cartoons featuring violent themes have become particularly popular among children. Such content may lead to increased aggression, antisocial behavior, and the use of inappropriate language. Exposure to violent cartoons can also contribute to psychological issues such as fear, anxiety, sleep disturbances, and emotional stress in children. These effects can be deep and long-lasting, particularly for young children who spend significant time consuming such media. This study aims to examine how violent cartoon content affects early childhood development and behavior among children in Godawari Municipality. The research seeks to determine the extent to which exposure to violent imagery in cartoons contributes to aggressive behavior, fear, anger, and anxiety in young children. Although cartoons are traditionally meant to entertain and amuse, many now feature disturbing scenes involving violence, fighting, bloodshed, and harm. Therefore, it is crucial for parents, teachers, and caregivers to understand and assess the potential impact of such media on children's well-being. The motivation behind this study is to investigate how children's behavior is influenced by the violent content they encounter in cartoons. Educational Philosophy and Theory Cartoons Violent content Sleep disorder Anxiety Entertainment Early childhood development Figures Figure 1 INTRODUCTION It is widely recognized that children have a strong fondness for cartoons. Popular shows such as Bhim , Paw Patrol , Shiva , Krishna , Hanuman , Ramayan , Doraemon , Ninja Hattori , Ganesha , and Pokemon are frequently viewed by children as young as six months up to eight years old. These programs are often watched repeatedly and for extended periods. The content featured in cartoons varies widely and can include elements such as violence, inappropriate language, and even depictions of alcohol use. In many cases, children spend more time watching cartoons than they do attending school. Cartoons and their characters have a significant impact on children’s character development. It is not uncommon for young viewers to imitate the actions or behaviors of their favorite characters. Over time, children may adopt certain traits or habits from these characters, which gradually become part of their own behavior. The influence can be either beneficial or harmful, depending on the nature of the behavior being imitated. Technology has become an integral part of everyday life for people of all ages, from newborns to the elderly. From the very first months after birth, children are introduced to various forms of technology such as smart TVs and smartphones. A growing number of children are spending significant amounts of time engaging with digital devices watching cartoons, animated and youth-oriented films, and playing mobile games. These forms of media have become primary sources of entertainment for young children. As technological advancements continue, the style and delivery of content have also evolved. Media companies and tech developers are increasingly producing cartoons, video games, and films specifically designed to appeal to children under the age of eight. Television networks dedicate specific time slots to cartoon programming in order to attract a larger child audience. Production houses are also investing in animated series based on traditional and mythological stories such as Mahabharat , Hanuman , Ramayan , Krishna , and Ganesha . However, these shows often include violent elements such as fighting, killing, and bloodshed. In recent years, content with violent themes whether in cartoons, games, or movies has gained popularity among children. While such content may seem entertaining in the short term, it can have serious implications for a child’s development and behavior. Exposure to violent imagery may encourage aggressive behavior, antisocial tendencies, and the use of inappropriate language. Additionally, children may experience emotional effects such as fear, sleep disturbances, and stress. For children who already live in difficult or abusive home environments, these negative outcomes can be even more severe and long-lasting, potentially leading to psychological trauma. In today’s digital age, it appears nearly impossible to stop the creation and distribution of violent content in children’s media. Therefore, it becomes essential for parents and caregivers to take active steps to monitor and manage their children’s exposure to such material. This study aims to explore both the positive and negative impacts of viewing violent cartoons, animated and youth-targeted films, and playing violent games on the early development of children. The research will focus on how this content influences children’s psychological, emotional, and social growth during early childhood. Statement of Problem Children are exposed to a wide variety of cartoons through television and digital platforms such as YouTube and YouTube Kids. While some children watch cartoons that feature frequent violent scenes and aggressive characters, others prefer non-violent, educational, and informative content. The characters children are most fond of tend to leave a strong impression on them and significantly influence their behavior. Research has shown that children who regularly watch cartoons containing violence are more likely to exhibit aggressive tendencies, argue with peers, show disobedience toward adults, and display lower levels of patience. In contrast, those who view educational or non-violent cartoons are less likely to show such negative behaviors (Mahsud, Rawan, & Normn, 2009). In the modern world, digital platforms and electronic devices such as smartphones, tablets, and smart TVs have become essential tools for both adults and children. Research indicates that children frequently use these smart gadgets for various purposes, including learning, watching movies and cartoons, playing video games, and listening to music (Raza, Awan, & Gondal, 2016). Numerous cartoon production companies are creating a wide range of cartoon series aimed at children, some of which contain violent content while others do not. This research project seeks to explore the impact that cartoons featuring violent acts have on children’s personality development and how these cartoons influence children's interactions with their peers, family members, and environment. The study aims to uncover why children are drawn to negative behaviors portrayed in cartoons, what motivates them to mimic specific characters, which aspects of the cartoons capture their attention the most, and how these characters influence various aspects of their overall development. Research Questions The below-mentioned research questions were developed to seek answers in this study; How do cartoons influence children’s behaviour? How do parents and teachers share their experiences of their children’s behaviours as a result of cartoons? Theoretical Framework The discussion surrounding violent content in cartoons and its impact on children has persisted for years, largely due to a lack of concrete evidence. While many studies have examined how such content contributes to aggressive behavior and attitudes in children, Murray extended the research by exploring its effects on brain development (Murray, 2008). He concludes that "TV violence viewing appears to activate brain areas involved in arousal and attention, detection of threat, episodic memory encoding and retrieval and motor programming" (Murray, 2006). Social Learning Theory : This theory suggests that children acquire social behaviors by observing and imitating both cartoon characters and individuals in their environment. In other words, when children are repeatedly exposed to aggressive, angry, or violent actions—whether in cartoons or from people around them—they are likely to adopt and reproduce these behaviors in their interactions with friends, family, and others (Bandura, 1977). This theory explains that children who are exposed to violent behavior, whether within their family environment or through cartoons, tend to imitate such behaviors later in life. A key aspect of social learning theory is that children who experience violence or physical punishment during childhood, or who spend significant time watching violent cartoons, are more likely to adopt aggressive behaviors themselves and use physical punishment when raising their own children. This theory can be illustrated by the childhood story “The Cap Seller and the Monkeys.” In the story, while the cap seller was resting under a tree, monkeys stole all his caps. When the cap seller became angry and started shouting loudly to retrieve his caps, the monkeys mimicked his behavior by making angry noises. Eventually, frustrated, the cap seller threw a cap from his head, prompting the monkeys to imitate him and throw caps as well. Similarly, children tend to imitate behaviors they observe during their early years—whether it’s violent scenes from cartoons, domestic violence, or physical punishment—which can have a lasting impact on their future behavior. Cultivation Theory : In the 1960s, Professor George Gerbner developed the Cultivation Theory to examine the impact of media—particularly television—on viewers. The theory suggests that individuals who spend extensive time watching television are likely to accept the portrayals they see as accurate reflections of society and the real world. Consequently, their attitudes and behaviors begin to align with these televised depictions. Frequent viewers tend to become more influenced by the television world than by their actual environment, often trusting the information from TV more than what they learn from family, parents, or school. Over time, this leads them to adopt a “mean world” perspective, viewing the world as more dangerous or hostile than it truly is (Cultivation Theory). Disinhibition/ Desensitization Theories : The Disinhibition or Desensitization theory was developed by African psychiatrist Joseph Wolpe. According to this theory, repeated exposure to violence in television programs weakens the usual self-control or inhibitions in individuals, including children. As a result, aggressive behavior becomes normalized. For instance, if media consistently portrays acts of revenge as acceptable and justified, this can reduce the natural restraint against such behavior, encouraging more aggressive actions. The theory also explains how continuous viewing of violent content decreases viewers’ sensitivity or emotional reaction to violence. Over time, people become more tolerant of violent acts depicted on screen, leading to a gradual decline in emotional responsiveness. This diminished sensitivity can result in increased violent behavior and the perception that crimes or violence are not wrong (Aggression: Media Influences & Disinhibition, 2021) Empirical Reviews Study conducted by Carter (1999) found that Children exposed to or witnessing violence often develop problems such as anger, anxiety, sleep disturbances, fear, and difficulties with communication. Another study revealed that many children are adversely impacted by violent cartoons, despite watching them for entertainment. Without timely intervention or corrective measures, the number of affected children is likely to rise steadily (kaye & Sapolsky, 2004). When children are exposed to cartoons, especially violent ones, at a very young age, they tend to perceive the content as real and are more deeply influenced by what they see. Research indicates that children who watch cartoons in a dark room may experience lower self-esteem, reduced confidence, increased fear, and feelings of insecurity (Raza, Awan, & Gondal, 2016). Study done by Nair (2018) stated that the children who spend long hours watching cartoons that depict violent actions often exhibit changes in their behavior, as they tend to identify with the characters. They may imitate the negative behaviors displayed by the antagonistic characters in these cartoons. The study conducted by Anita (Effect of Violent Cartoons on Children's Behavior and Mental State., 2021); she explained that prolonged exposure to violence can lead children to perceive it as normal, potentially causing them to imitate such violent behaviors in their everyday lives. This may result in children becoming disobedient, aggressive, anxious, and emotionally desensitized to feelings like pain, sadness, and sorrow. METHOD OF STUDY This qualitative study utilized open-ended questions and in-depth interviews with a small group of parents and teachers. The research focused on parents of preschool-aged children and educators working in preschool settings. Participants were chosen based on their involvement in Early Childhood Development (ECD) centers. The educators were females aged between 27 and 31 years, while the parents ranged from 30 to 40 years old. Most participants held at least a Bachelor's degree in Education or a related discipline and had teaching experience in ECD centers ranging from 3 to 10 years. Their backgrounds varied in terms of ECD experience and training; some had specialized training in early childhood education, whereas others had received more general education training. Epistemology deals with the nature of knowledge and the ways in which we acquire it. In this qualitative study, the epistemological perspective is subjectivist and relational, highlighting that understanding the impact of violent cartoons is collaboratively developed between the researcher and the participants. Knowledge emerges through examining the lived experiences, thoughts, and emotions of children (when possible), as well as their parents and educators. The ontological perspective adopted is interpretivist, which views reality as subjective and socially constructed. The experiences and viewpoints of parents, and educators concerning violent cartoons and their effects on early childhood development are diverse and multiple, rather than a single, objective reality. The influence of violent content in cartoons on children’s development is therefore understood through these varied perspectives. Axiology involves the role of values and ethics within the research process. This study acknowledges that it is influenced by the researcher’s values, particularly the importance placed on child well-being and ethical responsibility when examining the potential harms of violent media. Ethical principles such as obtaining informed consent, maintaining confidentiality, and respecting participants’ viewpoints are central to the research. The researcher’s commitment to fostering positive childhood development guides the study, while also being reflexive to ensure transparency and fairness throughout the process. With the consent of parents and educators, I recorded the interviews in audio and video formats. These recordings were then transcribed for further analysis. I carefully interpreted the interview data to derive meaningful insights regarding the impact of violent cartoons on young children. To ensure the credibility and trustworthiness of the findings, the interpretations and results were shared with the participating teachers and parents for their feedback and validation. Following a detailed analysis of the data, the findings were compiled into a comprehensive report. This report included rich descriptions of the key themes that emerged, along with the researcher’s interpretations and reflections. Direct quotations from participants were incorporated to support these themes. Overall, the data analysis and interpretation process involved careful examination and thoughtful consideration of the collected information, aiming to provide a well-rounded understanding of how violent cartoons influence children. To ensure the dependability of my research, I collected data until no new themes emerged. Additionally, I adhered to ethical standards and guidelines to protect the safety, privacy, and confidentiality of all participants. Prior informed consent was obtained from everyone involved, and their anonymity was carefully maintained throughout the study. The data and interview interpretations were not altered but were directly drawn from the information collected and thoroughly explained for clarity. I maintained high research quality by minimizing errors at every stage, allowing the data and findings to be reliably used in future studies of a similar nature. Special care was taken during the recording of audio, video, and written data to uphold the integrity of the research. Furthermore, I meticulously documented all procedures, recordings, textual data, decisions made, and the reasoning behind them throughout the research process. During the research process, I addressed several ethical considerations. All participants were fully informed about the study’s purpose, potential benefits, and risks, and informed consent was obtained from both parents and teachers prior to their interviews. To protect anonymity and confidentiality, participant information was kept confidential and coded. Measures were taken to minimize any risk of physical, social, or psychological harm. The communication of research results was ensured to be free from plagiarism, with findings and interpretations presented accurately. The interview questions were carefully designed to avoid any offensive, discriminatory, or inappropriate language. RESULTS AND DISCUSSION This chapter presents and analyzes the data gathered from participants (educators and parents) through interviews, aiming to address the first research question regarding the impact of violent cartoons on children’s behavior, and the second question about how participants describe their observations of children’s behavior influenced by cartoons. The findings are organized into themes that illustrate the effects of violent cartoons on children’s behavior. Influences of cartoons with violent act on children’s behaviour: Parents prospective We grew up watching cartoons such as “Meena,” “Moomin,” and “Tom & Jerry,” which contained little to no violence and focused more on humor. However, today there are many cartoons like “Ninja,” “Krishna,” “Hanuman,” and “X-Men” that include violent scenes involving chopping, kicking, and blood splattering. Children are highly sensitive to these violent images and often come to accept such actions as normal. When cartoons are humorous and teach moral lessons, it is easier for parents to manage their children’s viewing. In contrast, cartoons with violent content may influence children’s behavior and attitudes, leading them to perceive aggressive actions, even towards their parents, as acceptable (Team, n.d.). All the parent participants have at least one child under the age of seven who watches cartoons, typically for one to two hours daily. The study explored parents’ perspectives on how cartoons containing violent content affect their children’s behavior. One of the parents (P1) shared: My child watches SHIVE cartoon and yes, whenever we parents scold him for something, he acts like SHIVA character, shows magical movements like SHIVA does. He doesn’t get aggressive. He thinks that if he does these acts, the situation will be handled and problems will be solved as in cartoons. He shows fear behaviour when we shout at him loudly. I think this depends on environment. Not exactly by cartoons. He reacts like SHIVA. Another parent (P2) shared “My child watches PAW PETROL – dog cartoons a lot. He afraid with dog even though he loves dog’s cartoon. He afraid with river. But I don’t think this is because of cartoon. It’s normal.” Parent (P4) shared, No, I have not noticed any behaviour influenced by cartoons but he is highly impressed by POLICE character. Seeing him, my son makes guns and weapons from paper and blocks. Copy fights and play with pillow. I have not seen any fear and anxiety in him due to cartoon. He is more impressed by friendship of motu patlu. He makes gun with paper and blocks and I took this as a part of creativity. He also thinks these guns will be used to control bad people. Likewise, parent (P5) shared, They are highly impressed by HERO characters. I have not noticed any particular behavior as an influence of cartoons. My older daughter cries a lot, younger daughter gets angry a lot. But I think these are normal behaviour. They get happy when hero character wins. I think they learn that we have to be good, we have to do good things. All parent participants expressed that they do not believe violent acts in cartoons have a negative influence on their children’s behavior, and they see nothing wrong with children imitating the heroic actions of cartoon characters. For example, parent P1 shared that her child becomes scared when hearing loud noises or shouting. To cope, the child imitates the hero character Shiva, which makes him feel empowered and ready to confront the situation. This aligns with Social Learning Theory, where the child model behavior observed in cartoons to manage real-life challenges. Parent P2 noted that her child, despite loving cartoons featuring dogs, is afraid of real dogs. This fear might be linked to the child’s favorite cartoon, “Paw Patrol,” where the dogs are portrayed as a team with special powers used to control antagonists, possibly influencing his perception negatively. Parent P4 described a positive effect, explaining that her child is greatly inspired by a police character from the cartoon “Motu Patlu”. The child creatively makes various types of toy guns out of paper and blocks, demonstrating how cartoons can positively enhance creativity. Influences of cartoons with violent act on children’s behaviour: Teachers prospective When discussing teacher’s observations of student behavior possibly influenced by violent cartoons, Teacher (T1) stated, “The children display both positive and mischievous behaviors. I don’t believe their aggression or anxiety is caused by the violent content in cartoons.” Similarly, Teacher (T3) expressed a view aligned with that of teacher T1, stating, “I have observed both positive and negative behaviors, but I believe these actions are natural and not caused by violent content in cartoons.” Teacher (T4) shared a slightly different perspective, acknowledging that some behaviors could be influenced by cartoons, but also felt that these behaviors are a mix of natural tendencies and the impact of violent cartoon content. Teacher (T5) agreed that children’s behavior is shaped by more than just cartoons, including influences from the family environment and other factors. All the teacher participants work daily with children under the age of eight and have observed various behaviors such as fear, anxiety, shouting, fighting, and aggression. Except for Teacher (T2), all the others expressed that these behaviors are normal and not caused by exposure to violent scenes in cartoons. Teacher (T2) agrees that cartoons with violent act have higher influences on children showing negative behaviour like aggression, stubborn, fighting, shouting and being disobedient by sharing- The children nowadays are naughtier compared to senior ones. Senior students can be controlled by love and they obey what we ask them to do. But younger ones nowadays don’t listen to us either we are saying with love or scolding them. Yes, I think these behaviours are influenced by violent act from cartoons. Children’s behavioral responses influenced by exposure to violent cartoons: Parent’s prospective By watching cartoons, children can gain knowledge about the world, improve language skills beyond their native tongue, develop social abilities, and enhance cognitive growth. They may also imitate positive cartoon characters as role models, enjoy comedic content, and learn moral values, among other benefits. However, excessive cartoon viewing can also lead to negative outcomes, such as adopting antisocial behaviors, showing reduced empathy, becoming more stubborn or disobedient, picking up inappropriate language, and facing health issues like obesity and vision problems due to increased screen time and decreased physical activity (Ramesh, Effect of Violent Cartoons on Children's Behavior and Mental State, 2021). The child of parent P1 becomes frightened when hearing loud noises or someone shouting. To handle the situation, he imitates the hero character Shiva, which makes him feel empowered and ready to confront the challenge with confidence. This behavior aligns with Social Learning Theory, where the child copies a cartoon character’s actions to manage real-life situations. In the case of parent P2’s child, although he enjoys cartoons featuring dogs, he is afraid of real dogs. This fear may be linked to his favorite show, “Paw Patrol,” where the team of dogs frequently undertakes rescue missions and uses powers to control antagonists, presenting a somewhat negative portrayal. On the other hand, parent P4’s child is strongly influenced by a police character from the cartoon “Motu Patlu.” The child expresses creativity by crafting various types of toy guns from paper and building blocks, demonstrating a positive effect of cartoons in fostering creativity. Children’s behavioral responses influenced by exposure to violent cartoons: Teacher’s prospective Throughout this study, when investigating teachers’ observations of children’s behaviors influenced by violent cartoons, nearly all responses aligned with that of Teacher (T1). T1 stated: Though we don’t teach them in English; their English language is improved better. They speak new words during classes which we have not taught them. This may be because of English cartoons they watch. Talking about bad or naughty habits, they fight with their friends. They speak bad words too. We got shocked and we feel that from where they are learning these bad words. Some medical complexities like aggressions are seen. This may be due to parenting as most of the children are single child of their parents and they get lots of love and care from them. Teacher T2 said – Yes, children are showing aggressive behaviour frequently and I think this is due to violent act from cartoons and other online videos. They speak naughty words even though we teachers and parents don’t speak such words. One student is there in my class who use to stare most of the time, seems lost most of the time and doesn’t listen to me while I was calling for few seconds. Teacher (T3) mentioned, “Some of my students exhibit fear, while others display violent and aggressive behaviors.” Similarly, Teacher 4 (T4) observed, “I have noticed some students fighting and hitting each other during playtime, but I haven’t seen much aggression or anxiety. They are also picking up English quite quickly.” Most teacher participants reported observing behaviors such as shouting, screaming, fighting, aggression, and prolonged staring during school hours. Despite these behaviors, they were pleased that children are learning English faster than expected. Teachers T1, T3, T4, and T5 attributed these behaviors to natural development influenced by parenting and family environment. However, Teacher (T2) held a different opinion, believing these behaviors are influenced by exposure to violent cartoons. IMPLICATIONS AND CONCLUSION This qualitative study aimed to investigate the impact of cartoons featuring violent acts on early childhood development. Two research questions guided the study: first, how do cartoons influence children’s behavior? And second, how do parents and teachers describe their observations and experiences regarding children’s behavior as influenced by cartoons? To address these questions, interviews were conducted with several parents and teachers who shared their experiences and perceptions about the effects of violent cartoons on children’s behavior. Participants discussed whether they believed children’s behaviors were influenced by violent content in cartoons. Regarding viewing habits, the findings showed that all children of the participants regularly watch cartoons daily, often spending more than an hour watching shows with violent scenes, with even longer viewing times during holidays. Most parents and teachers expressed the view that violent cartoons do not cause aggressive or problematic behaviors such as fighting, shouting, anxiety, or prolonged staring. They considered these behaviors to be natural and possibly caused by factors like interpersonal conflicts, inherent stubbornness, natural aggression, or desensitization (Martins, 2020). These perspectives align closely with the cultivation theory. Nevertheless, a few participants felt that behaviors such as fear, anxiety, aggression, anger, fighting, and shouting could be linked to exposure to violent cartoons. This supports the cultivation theory’s idea that greater exposure to violent media leads children to adopt and display more violent attitudes. Some participants also noted positive effects of cartoons, such as children learning English faster, imitating heroic behaviors positively modeled by cartoon characters, and developing creativity evident in activities like making artistic paper guns and block constructions. Implications: This study was conducted with a small group of participants from a single municipality, to explore perceptions of how cartoons containing violent acts affect early childhood development. Although the sample size and study duration were limited, the results can provide useful insights for other researchers interested in a deeper understanding of the impact of violent cartoons on young children’s development. The findings indicated that there is still a lack of comprehensive knowledge regarding the effects of violent content in cartoons on child development. Therefore, producers of cartoons are encouraged to create content that promotes empathy, moral values, and problem-solving skills, while minimizing violent scenes. Additionally, increasing awareness among parents, teachers, and caregivers about the potential influences of violent cartoons on children is essential. Conclusion Cartoons are generally designed to be funny, entertaining, and full of humor, which explains why children love them and often spend hours watching. Although cartoons are created for enjoyment, they can sometimes be harmful if they include violent content. This study focused on investigating how cartoons with violent acts affect early childhood development. The findings showed that nearly all children watched cartoons featuring violent scenes for more than an hour each day. Parents in the study generally viewed the impact of violent cartoons on their children’s behavior negatively, highlighting the need for parents to carefully monitor the content their children are exposed to. On the other hand, some teachers held more positive views about the influence of violent cartoons on children’s behavior. Exposure to violent cartoons can significantly affect children’s behavior, potentially leading to increased aggression, fearfulness, anxiety, stubbornness, yelling, and screaming. However, not all children respond in the same way; some may imitate the heroic actions of cartoon characters. It is clear that children greatly enjoy watching cartoons, so parents and teachers should thoughtfully select the types of cartoons children watch to encourage positive learning outcomes. Declarations Statement of Ethics Approval This research received approval from The Kathmandu University School of Education (KU), Nepal - as a part of my M.Ed (Early Childhood Development) research report, following the ethical standards for studies involving human subjects. All adult participants provided informed consent, and consent from parents or guardians was obtained for all research methods. To protect participant privacy, pseudonyms were used and all data were managed securely. References Aggression: Media Influences & Disinhibition . (2021, March 22). Retrieved from Tutor2U: https://www.tutor2u.net/psychology/reference/aggression-media-influences-disinhibition Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bowen, D. M. (2021). https://www.thebowencenter.org/ . Retrieved from Introduction to the Eight Concepts: https://www.thebowencenter.org/introduction-eight-concepts Cultivation Theory. (n.d.). Retrieved from wikipedia: https://en.wikipedia.org/wiki/Cultivation_theory Jennygbebs. (2022, March 11). Violence . Retrieved from https://en.wikipedia.org: https://en.wikipedia.org/wiki/Violence kaye, B. K., & Sapolsky, B. S. (2004). Watch your mouth! An analysis of profanity uttered by children on prime-time television. Mass Communication & Society. L. Carter, L. W. (1999). The Future of Children: Domestic Violence and Children. Domestic Violence and Children: Analysis and Recommendations , 1-20. Macias, E. C. (2010, June). Cartoon Violence . Retrieved from https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=4778&context=etd-project Mahsud, M. N., Rawan, B. Y., & Normn. (2009). he effects of TV cartoon Network on aggressive behavour of school going children. Retrieved from http://www.aiou.edu.pk/gmj/artical6(Aut-08).asp Martins, P. (2020). Influence of Violent Cartoon Film on Children in Aba Metropolis. Influence of Violent Cartoon Film on Children in Aba Metropolis , 11-14. Murray, J. P. (2006). Children’s Brain Activations While Viewing Televised Violence. Children’s Brain Activations While Viewing Televised Violence . Retrieved from Children’s Brain Activations While Viewing Televised Violence: http://woldorfflab.org/pdfs/Murray_etal_ChildBrainActivations_MediaPsych_2006.pdf Murray, J. P. (2008, April). Media ViolenceThe Effects Are Both Real and Strong. doi:10.1177/0002764207312018 Nair, A. (2018). Positive and Negative Effects of Cartoons on Child Behaviour and Development. Retrieved from https://parenting. firstcry. com/article s /positive- and-negative-effects- of-cartoons -on-child -behaviour -and- development/ Palmer, E. (n.d.). Children and faces of television . Retrieved from https://web.asc.upenn.edu/: https://web.asc.upenn.edu/gerbner/Asset.aspx?assetID=299&attachment=1 Ramesh, A. (2021, August 17). Effect of Violent Cartoons on Children's Behavior and Mental State . Retrieved from Medindia.net: https://www.medindia.net/patients/lifestyleandwellness/effect-of-violent-cartoons-on-childrens-behavior-and-mental-state.htm#how-else-can-media-affect-children Raza, S., Awan, S., & Gondal, S. (2016). What are Your Children Watching? Teacher's Evaluation of the Educational, Emotional, Behavioral, Psychological, Physical & Religious Impacts of Cartoons on the School Going Children. , 39-45. Social Support and Resilience to Stress . (2007). Retrieved from https://www.ncbi.nlm.nih.gov: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2921311/ Team, E. (n.d.). Negative Effects Of Watching Violent Cartoons On Kids . Retrieved from Being the Parent: https://www.beingtheparent.com/negative-effects-of-watching-violent-cartoons-on-kids/ Types of Violence. (2014). Retrieved from https://www.gov.nl.ca/: https://www.gov.nl.ca/vpi/files/nine_types_of_violence.pdf Additional Declarations The authors declare potential competing interests as follows: I declare that I have no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6807919","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":465667693,"identity":"e220373a-dd91-42d1-8103-b626c3612e50","order_by":0,"name":"Rajanee Maharjan","email":"data:image/png;base64,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","orcid":"","institution":"Kathmandu University","correspondingAuthor":true,"prefix":"","firstName":"Rajanee","middleName":"","lastName":"Maharjan","suffix":""}],"badges":[],"createdAt":"2025-06-03 07:01:31","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":true,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-6807919/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6807919/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":84201780,"identity":"734afda3-5470-46b0-9f5d-2b4b056f45dc","added_by":"auto","created_at":"2025-06-09 08:35:15","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":210430,"visible":true,"origin":"","legend":"\u003cp\u003eConceptual Framework - effect of violent cartoons on early child\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6807919/v1/443b04c24c4449bbe6b855a7.png"},{"id":84203607,"identity":"ae4312bd-8d17-4ec2-be1c-b47114520ffa","added_by":"auto","created_at":"2025-06-09 08:43:19","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":706821,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6807919/v1/722b5e8e-7bec-4666-b5af-49e352fe84ea.pdf"}],"financialInterests":"The authors declare potential competing interests as follows: I declare that I have no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eChildren’s Early Development and the Influence of Violence in Cartoons: A Qualitative Inquiry\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eIt is widely recognized that children have a strong fondness for cartoons. Popular shows such as \u003cem\u003eBhim\u003c/em\u003e, \u003cem\u003ePaw Patrol\u003c/em\u003e, \u003cem\u003eShiva\u003c/em\u003e, \u003cem\u003eKrishna\u003c/em\u003e, \u003cem\u003eHanuman\u003c/em\u003e, \u003cem\u003eRamayan\u003c/em\u003e, \u003cem\u003eDoraemon\u003c/em\u003e, \u003cem\u003eNinja Hattori\u003c/em\u003e, \u003cem\u003eGanesha\u003c/em\u003e, and \u003cem\u003ePokemon\u003c/em\u003e are frequently viewed by children as young as six months up to eight years old. These programs are often watched repeatedly and for extended periods. The content featured in cartoons varies widely and can include elements such as violence, inappropriate language, and even depictions of alcohol use. In many cases, children spend more time watching cartoons than they do attending school.\u003c/p\u003e\n\u003cp\u003eCartoons and their characters have a significant impact on children\u0026rsquo;s character development. It is not uncommon for young viewers to imitate the actions or behaviors of their favorite characters. Over time, children may adopt certain traits or habits from these characters, which gradually become part of their own behavior. The influence can be either beneficial or harmful, depending on the nature of the behavior being imitated.\u003c/p\u003e\n\u003cp\u003eTechnology has become an integral part of everyday life for people of all ages, from newborns to the elderly. From the very first months after birth, children are introduced to various forms of technology such as smart TVs and smartphones. A growing number of children are spending significant amounts of time engaging with digital devices watching cartoons, animated and youth-oriented films, and playing mobile games. These forms of media have become primary sources of entertainment for young children.\u003c/p\u003e\n\u003cp\u003eAs technological advancements continue, the style and delivery of content have also evolved. Media companies and tech developers are increasingly producing cartoons, video games, and films specifically designed to appeal to children under the age of eight. Television networks dedicate specific time slots to cartoon programming in order to attract a larger child audience. Production houses are also investing in animated series based on traditional and mythological stories such as \u003cem\u003eMahabharat\u003c/em\u003e, \u003cem\u003eHanuman\u003c/em\u003e, \u003cem\u003eRamayan\u003c/em\u003e, \u003cem\u003eKrishna\u003c/em\u003e, and \u003cem\u003eGanesha\u003c/em\u003e. However, these shows often include violent elements such as fighting, killing, and bloodshed.\u003c/p\u003e\n\u003cp\u003eIn recent years, content with violent themes whether in cartoons, games, or movies has gained popularity among children. While such content may seem entertaining in the short term, it can have serious implications for a child\u0026rsquo;s development and behavior. Exposure to violent imagery may encourage aggressive behavior, antisocial tendencies, and the use of inappropriate language. Additionally, children may experience emotional effects such as fear, sleep disturbances, and stress. For children who already live in difficult or abusive home environments, these negative outcomes can be even more severe and long-lasting, potentially leading to psychological trauma.\u003c/p\u003e\n\u003cp\u003eIn today\u0026rsquo;s digital age, it appears nearly impossible to stop the creation and distribution of violent content in children\u0026rsquo;s media. Therefore, it becomes essential for parents and caregivers to take active steps to monitor and manage their children\u0026rsquo;s exposure to such material. This study aims to explore both the positive and negative impacts of viewing violent cartoons, animated and youth-targeted films, and playing violent games on the early development of children. The research will focus on how this content influences children\u0026rsquo;s psychological, emotional, and social growth during early childhood.\u003c/p\u003e\n\u003ch2\u003eStatement of Problem\u003c/h2\u003e\n\u003cp\u003eChildren are exposed to a wide variety of cartoons through television and digital platforms such as YouTube and YouTube Kids. While some children watch cartoons that feature frequent violent scenes and aggressive characters, others prefer non-violent, educational, and informative content. The characters children are most fond of tend to leave a strong impression on them and significantly influence their behavior.\u003c/p\u003e\n\u003cp\u003eResearch has shown that children who regularly watch cartoons containing violence are more likely to exhibit aggressive tendencies, argue with peers, show disobedience toward adults, and display lower levels of patience. In contrast, those who view educational or non-violent cartoons are less likely to show such negative behaviors (Mahsud, Rawan, \u0026amp; Normn, 2009).\u003c/p\u003e\n\u003cp\u003eIn the modern world, digital platforms and electronic devices such as smartphones, tablets, and smart TVs have become essential tools for both adults and children. Research indicates that children frequently use these smart gadgets for various purposes, including learning, watching movies and cartoons, playing video games, and listening to music (Raza, Awan, \u0026amp; Gondal, 2016).\u003c/p\u003e\n\u003cp\u003eNumerous cartoon production companies are creating a wide range of cartoon series aimed at children, some of which contain violent content while others do not. This research project seeks to explore the impact that cartoons featuring violent acts have on children\u0026rsquo;s personality development and how these cartoons influence children\u0026apos;s interactions with their peers, family members, and environment. The study aims to uncover why children are drawn to negative behaviors portrayed in cartoons, what motivates them to mimic specific characters, which aspects of the cartoons capture their attention the most, and how these characters influence various aspects of their overall development.\u003c/p\u003e\n\u003ch2\u003eResearch Questions\u003c/h2\u003e\n\u003cp\u003eThe below-mentioned research questions were developed to seek answers in this study;\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eHow do cartoons influence children\u0026rsquo;s behaviour?\u003c/li\u003e\n \u003cli\u003eHow do parents and teachers share their experiences of their children\u0026rsquo;s behaviours as a result of cartoons?\u003c/li\u003e\n\u003c/ol\u003e\n\u003ch2\u003eTheoretical Framework\u003c/h2\u003e\n\u003cp\u003eThe discussion surrounding violent content in cartoons and its impact on children has persisted for years, largely due to a lack of concrete evidence. While many studies have examined how such content contributes to aggressive behavior and attitudes in children, Murray extended the research by exploring its effects on brain development (Murray, 2008). He concludes that \u0026quot;TV violence viewing appears to activate brain areas involved in arousal and attention, detection of threat, episodic memory encoding and retrieval and motor programming\u0026quot; (Murray, 2006).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSocial Learning Theory\u003c/strong\u003e\u003cstrong\u003e\u003cem\u003e:\u003c/em\u003e\u003c/strong\u003e This theory suggests that children acquire social behaviors by observing and imitating both cartoon characters and individuals in their environment. In other words, when children are repeatedly exposed to aggressive, angry, or violent actions\u0026mdash;whether in cartoons or from people around them\u0026mdash;they are likely to adopt and reproduce these behaviors in their interactions with friends, family, and others (Bandura, 1977). This theory explains that children who are exposed to violent behavior, whether within their family environment or through cartoons, tend to imitate such behaviors later in life. A key aspect of social learning theory is that children who experience violence or physical punishment during childhood, or who spend significant time watching violent cartoons, are more likely to adopt aggressive behaviors themselves and use physical punishment when raising their own children.\u003c/p\u003e\n\u003cp\u003eThis theory can be illustrated by the childhood story \u0026ldquo;The Cap Seller and the Monkeys.\u0026rdquo; In the story, while the cap seller was resting under a tree, monkeys stole all his caps. When the cap seller became angry and started shouting loudly to retrieve his caps, the monkeys mimicked his behavior by making angry noises. Eventually, frustrated, the cap seller threw a cap from his head, prompting the monkeys to imitate him and throw caps as well. Similarly, children tend to imitate behaviors they observe during their early years\u0026mdash;whether it\u0026rsquo;s violent scenes from cartoons, domestic violence, or physical punishment\u0026mdash;which can have a lasting impact on their future behavior.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCultivation Theory\u003c/strong\u003e: In the 1960s, Professor George Gerbner developed the Cultivation Theory to examine the impact of media\u0026mdash;particularly television\u0026mdash;on viewers. The theory suggests that individuals who spend extensive time watching television are likely to accept the portrayals they see as accurate reflections of society and the real world. Consequently, their attitudes and behaviors begin to align with these televised depictions. Frequent viewers tend to become more influenced by the television world than by their actual environment, often trusting the information from TV more than what they learn from family, parents, or school. Over time, this leads them to adopt a \u0026ldquo;mean world\u0026rdquo; perspective, viewing the world as more dangerous or hostile than it truly is (Cultivation Theory).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDisinhibition/ Desensitization Theories\u003c/strong\u003e: The Disinhibition or Desensitization theory was developed by African psychiatrist Joseph Wolpe. According to this theory, repeated exposure to violence in television programs weakens the usual self-control or inhibitions in individuals, including children. As a result, aggressive behavior becomes normalized. For instance, if media consistently portrays acts of revenge as acceptable and justified, this can reduce the natural restraint against such behavior, encouraging more aggressive actions. The theory also explains how continuous viewing of violent content decreases viewers\u0026rsquo; sensitivity or emotional reaction to violence. Over time, people become more tolerant of violent acts depicted on screen, leading to a gradual decline in emotional responsiveness. This diminished sensitivity can result in increased violent behavior and the perception that crimes or violence are not wrong (Aggression: Media Influences \u0026amp; Disinhibition, 2021)\u003c/p\u003e\n\u003ch2\u003eEmpirical Reviews\u003c/h2\u003e\n\u003cp\u003eStudy conducted by Carter (1999) found that Children exposed to or witnessing violence often develop problems such as anger, anxiety, sleep disturbances, fear, and difficulties with communication. Another study revealed that many children are adversely impacted by violent cartoons, despite watching them for entertainment. Without timely intervention or corrective measures, the number of affected children is likely to rise steadily (kaye \u0026amp; Sapolsky, 2004).\u003c/p\u003e\n\u003cp\u003eWhen children are exposed to cartoons, especially violent ones, at a very young age, they tend to perceive the content as real and are more deeply influenced by what they see. Research indicates that children who watch cartoons in a dark room may experience lower self-esteem, reduced confidence, increased fear, and feelings of insecurity (Raza, Awan, \u0026amp; Gondal, 2016).\u003c/p\u003e\n\u003cp\u003eStudy done by Nair (2018) stated that the children who spend long hours watching cartoons that depict violent actions often exhibit changes in their behavior, as they tend to identify with the characters. They may imitate the negative behaviors displayed by the antagonistic characters in these cartoons. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe study conducted by Anita (Effect of Violent Cartoons on Children\u0026apos;s Behavior and Mental State., 2021); she explained that prolonged exposure to violence can lead children to perceive it as normal, potentially causing them to imitate such violent behaviors in their everyday lives. This may result in children becoming disobedient, aggressive, anxious, and emotionally desensitized to feelings like pain, sadness, and sorrow.\u003c/p\u003e"},{"header":"METHOD OF STUDY","content":"\u003cp\u003eThis qualitative study utilized open-ended questions and in-depth interviews with a small group of parents and teachers. The research focused on parents of preschool-aged children and educators working in preschool settings. Participants were chosen based on their involvement in Early Childhood Development (ECD) centers. The educators were females aged between 27 and 31 years, while the parents ranged from 30 to 40 years old. Most participants held at least a Bachelor's degree in Education or a related discipline and had teaching experience in ECD centers ranging from 3 to 10 years. Their backgrounds varied in terms of ECD experience and training; some had specialized training in early childhood education, whereas others had received more general education training.\u003c/p\u003e \u003cp\u003eEpistemology deals with the nature of knowledge and the ways in which we acquire it. In this qualitative study, the epistemological perspective is subjectivist and relational, highlighting that understanding the impact of violent cartoons is collaboratively developed between the researcher and the participants. Knowledge emerges through examining the lived experiences, thoughts, and emotions of children (when possible), as well as their parents and educators.\u003c/p\u003e \u003cp\u003eThe ontological perspective adopted is interpretivist, which views reality as subjective and socially constructed. The experiences and viewpoints of parents, and educators concerning violent cartoons and their effects on early childhood development are diverse and multiple, rather than a single, objective reality. The influence of violent content in cartoons on children\u0026rsquo;s development is therefore understood through these varied perspectives.\u003c/p\u003e \u003cp\u003eAxiology involves the role of values and ethics within the research process. This study acknowledges that it is influenced by the researcher\u0026rsquo;s values, particularly the importance placed on child well-being and ethical responsibility when examining the potential harms of violent media. Ethical principles such as obtaining informed consent, maintaining confidentiality, and respecting participants\u0026rsquo; viewpoints are central to the research. The researcher\u0026rsquo;s commitment to fostering positive childhood development guides the study, while also being reflexive to ensure transparency and fairness throughout the process.\u003c/p\u003e \u003cp\u003eWith the consent of parents and educators, I recorded the interviews in audio and video formats. These recordings were then transcribed for further analysis. I carefully interpreted the interview data to derive meaningful insights regarding the impact of violent cartoons on young children. To ensure the credibility and trustworthiness of the findings, the interpretations and results were shared with the participating teachers and parents for their feedback and validation.\u003c/p\u003e \u003cp\u003eFollowing a detailed analysis of the data, the findings were compiled into a comprehensive report. This report included rich descriptions of the key themes that emerged, along with the researcher\u0026rsquo;s interpretations and reflections. Direct quotations from participants were incorporated to support these themes. Overall, the data analysis and interpretation process involved careful examination and thoughtful consideration of the collected information, aiming to provide a well-rounded understanding of how violent cartoons influence children.\u003c/p\u003e \u003cp\u003eTo ensure the dependability of my research, I collected data until no new themes emerged. Additionally, I adhered to ethical standards and guidelines to protect the safety, privacy, and confidentiality of all participants. Prior informed consent was obtained from everyone involved, and their anonymity was carefully maintained throughout the study. The data and interview interpretations were not altered but were directly drawn from the information collected and thoroughly explained for clarity. I maintained high research quality by minimizing errors at every stage, allowing the data and findings to be reliably used in future studies of a similar nature. Special care was taken during the recording of audio, video, and written data to uphold the integrity of the research. Furthermore, I meticulously documented all procedures, recordings, textual data, decisions made, and the reasoning behind them throughout the research process.\u003c/p\u003e \u003cp\u003eDuring the research process, I addressed several ethical considerations. All participants were fully informed about the study\u0026rsquo;s purpose, potential benefits, and risks, and informed consent was obtained from both parents and teachers prior to their interviews. To protect anonymity and confidentiality, participant information was kept confidential and coded. Measures were taken to minimize any risk of physical, social, or psychological harm. The communication of research results was ensured to be free from plagiarism, with findings and interpretations presented accurately. The interview questions were carefully designed to avoid any offensive, discriminatory, or inappropriate language.\u003c/p\u003e"},{"header":"RESULTS AND DISCUSSION","content":"\u003cp\u003eThis chapter presents and analyzes the data gathered from participants (educators and parents) through interviews, aiming to address the first research question regarding the impact of violent cartoons on children\u0026rsquo;s behavior, and the second question about how participants describe their observations of children\u0026rsquo;s behavior influenced by cartoons. The findings are organized into themes that illustrate the effects of violent cartoons on children\u0026rsquo;s behavior.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInfluences of cartoons with violent act on children\u0026rsquo;s behaviour: Parents prospective\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe grew up watching cartoons such as \u0026ldquo;Meena,\u0026rdquo; \u0026ldquo;Moomin,\u0026rdquo; and \u0026ldquo;Tom \u0026amp; Jerry,\u0026rdquo; which contained little to no violence and focused more on humor. However, today there are many cartoons like \u0026ldquo;Ninja,\u0026rdquo; \u0026ldquo;Krishna,\u0026rdquo; \u0026ldquo;Hanuman,\u0026rdquo; and \u0026ldquo;X-Men\u0026rdquo; that include violent scenes involving chopping, kicking, and blood splattering. Children are highly sensitive to these violent images and often come to accept such actions as normal. When cartoons are humorous and teach moral lessons, it is easier for parents to manage their children\u0026rsquo;s viewing. In contrast, cartoons with violent content may influence children\u0026rsquo;s behavior and attitudes, leading them to perceive aggressive actions, even towards their parents, as acceptable (Team, n.d.).\u003c/p\u003e\n\u003cp\u003eAll the parent participants have at least one child under the age of seven who watches cartoons, typically for one to two hours daily. The study explored parents\u0026rsquo; perspectives on how cartoons containing violent content affect their children\u0026rsquo;s behavior. One of the parents (P1) shared:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eMy child watches SHIVE cartoon and yes, whenever we parents scold him for something, he acts like SHIVA character, shows magical movements like SHIVA does. He doesn\u0026rsquo;t get aggressive. He thinks that if he does these acts, the situation will be handled and problems will be solved as in cartoons. He shows fear behaviour when we shout at him loudly. I think this depends on environment. \u0026nbsp;Not exactly by cartoons. He reacts like SHIVA.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAnother parent (P2) shared \u0026ldquo;My child watches PAW PETROL \u0026ndash; dog cartoons a lot. He afraid with dog even though he loves dog\u0026rsquo;s cartoon. He afraid with river. But I don\u0026rsquo;t think this is because of cartoon. It\u0026rsquo;s normal.\u0026rdquo;\u003c/p\u003e\n\u003cp\u003eParent (P4) shared,\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eNo, I have not noticed any behaviour influenced by cartoons but he is highly impressed by POLICE character. Seeing him, my son makes guns and weapons from paper and blocks. Copy fights and play with pillow. I have not seen any fear and anxiety in him due to cartoon. He is more impressed by friendship of motu patlu. He makes gun with paper and blocks and I took this as a part of creativity. He also thinks these guns will be used to control bad people.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eLikewise, parent (P5) shared,\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eThey are highly impressed by HERO characters. I have not noticed any particular behavior as an influence of cartoons. My older daughter cries a lot, younger daughter gets angry a lot. But I think these are normal behaviour. They get happy when hero character wins. I think they learn that we have to be good, we have to do good things.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAll parent participants expressed that they do not believe violent acts in cartoons have a negative influence on their children\u0026rsquo;s behavior, and they see nothing wrong with children imitating the heroic actions of cartoon characters. For example, parent P1 shared that her child becomes scared when hearing loud noises or shouting. To cope, the child imitates the hero character Shiva, which makes him feel empowered and ready to confront the situation. This aligns with Social Learning Theory, where the child model behavior observed in cartoons to manage real-life challenges.\u003c/p\u003e\n\u003cp\u003eParent P2 noted that her child, despite loving cartoons featuring dogs, is afraid of real dogs. This fear might be linked to the child\u0026rsquo;s favorite cartoon, \u0026ldquo;Paw Patrol,\u0026rdquo; where the dogs are portrayed as a team with special powers used to control antagonists, possibly influencing his perception negatively.\u003c/p\u003e\n\u003cp\u003eParent P4 described a positive effect, explaining that her child is greatly inspired by a police character from the cartoon \u0026ldquo;Motu Patlu\u0026rdquo;. The child creatively makes various types of toy guns out of paper and blocks, demonstrating how cartoons can positively enhance creativity.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInfluences of cartoons with violent act on children\u0026rsquo;s behaviour: Teachers prospective\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWhen discussing teacher\u0026rsquo;s observations of student behavior possibly influenced by violent cartoons, Teacher (T1) stated, \u0026ldquo;The children display both positive and mischievous behaviors. I don\u0026rsquo;t believe their aggression or anxiety is caused by the violent content in cartoons.\u0026rdquo;\u003c/p\u003e\n\u003cp\u003eSimilarly, Teacher (T3) expressed a view aligned with that of teacher T1, stating, \u0026ldquo;I have observed both positive and negative behaviors, but I believe these actions are natural and not caused by violent content in cartoons.\u0026rdquo; Teacher (T4) shared a slightly different perspective, acknowledging that some behaviors could be influenced by cartoons, but also felt that these behaviors are a mix of natural tendencies and the impact of violent cartoon content. Teacher (T5) agreed that children\u0026rsquo;s behavior is shaped by more than just cartoons, including influences from the family environment and other factors. All the teacher participants work daily with children under the age of eight and have observed various behaviors such as fear, anxiety, shouting, fighting, and aggression. Except for Teacher (T2), all the others expressed that these behaviors are normal and not caused by exposure to violent scenes in cartoons.\u003c/p\u003e\n\u003cp\u003eTeacher (T2) agrees that cartoons with violent act have higher influences on children showing negative behaviour like aggression, stubborn, fighting, shouting and being disobedient by sharing-\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eThe children nowadays are naughtier compared to senior ones. Senior students can be controlled by love and they obey what we ask them to do. But younger ones nowadays don\u0026rsquo;t listen to us either we are saying with love or scolding them. Yes, I think these behaviours are influenced by violent act from cartoons.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eChildren\u0026rsquo;s behavioral responses influenced by exposure to violent cartoons: Parent\u0026rsquo;s prospective\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBy watching cartoons, children can gain knowledge about the world, improve language skills beyond their native tongue, develop social abilities, and enhance cognitive growth. They may also imitate positive cartoon characters as role models, enjoy comedic content, and learn moral values, among other benefits. However, excessive cartoon viewing can also lead to negative outcomes, such as adopting antisocial behaviors, showing reduced empathy, becoming more stubborn or disobedient, picking up inappropriate language, and facing health issues like obesity and vision problems due to increased screen time and decreased physical activity (Ramesh, Effect of Violent Cartoons on Children\u0026apos;s Behavior and Mental State, 2021).\u003c/p\u003e\n\u003cp\u003eThe child of parent P1 becomes frightened when hearing loud noises or someone shouting. To handle the situation, he imitates the hero character Shiva, which makes him feel empowered and ready to confront the challenge with confidence. This behavior aligns with Social Learning Theory, where the child copies a cartoon character\u0026rsquo;s actions to manage real-life situations. In the case of parent P2\u0026rsquo;s child, although he enjoys cartoons featuring dogs, he is afraid of real dogs. This fear may be linked to his favorite show, \u0026ldquo;Paw Patrol,\u0026rdquo; where the team of dogs frequently undertakes rescue missions and uses powers to control antagonists, presenting a somewhat negative portrayal. On the other hand, parent P4\u0026rsquo;s child is strongly influenced by a police character from the cartoon \u0026ldquo;Motu Patlu.\u0026rdquo; The child expresses creativity by crafting various types of toy guns from paper and building blocks, demonstrating a positive effect of cartoons in fostering creativity.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eChildren\u0026rsquo;s behavioral responses influenced by exposure to violent cartoons: Teacher\u0026rsquo;s prospective\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThroughout this study, when investigating teachers\u0026rsquo; observations of children\u0026rsquo;s behaviors influenced by violent cartoons, nearly all responses aligned with that of Teacher (T1). T1 stated:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eThough we don\u0026rsquo;t teach them in English; their English language is improved better. They speak new words during classes which we have not taught them. This may be because of English cartoons they watch. Talking about bad or naughty habits, they fight with their friends. They speak bad words too. We got shocked and we feel that from where they are learning these bad words. Some medical complexities like aggressions are seen. This may be due to parenting as most of the children are single child of their parents and they get lots of love and care from them.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eTeacher T2 said \u0026ndash;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eYes, children are showing aggressive behaviour frequently and I think this is due to violent act from cartoons and other online videos. They speak naughty words even though we teachers and parents don\u0026rsquo;t speak such words. One student is there in my class who use to stare most of the time, seems lost most of the time and doesn\u0026rsquo;t listen to me while I was calling for few seconds.\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eTeacher (T3) mentioned, \u0026ldquo;Some of my students exhibit fear, while others display violent and aggressive behaviors.\u0026rdquo; Similarly, Teacher 4 (T4) observed, \u0026ldquo;I have noticed some students fighting and hitting each other during playtime, but I haven\u0026rsquo;t seen much aggression or anxiety. They are also picking up English quite quickly.\u0026rdquo; Most teacher participants reported observing behaviors such as shouting, screaming, fighting, aggression, and prolonged staring during school hours. Despite these behaviors, they were pleased that children are learning English faster than expected. Teachers T1, T3, T4, and T5 attributed these behaviors to natural development influenced by parenting and family environment. However, Teacher (T2) held a different opinion, believing these behaviors are influenced by exposure to violent cartoons.\u003c/p\u003e"},{"header":"IMPLICATIONS AND CONCLUSION","content":"\u003cp\u003eThis qualitative study aimed to investigate the impact of cartoons featuring violent acts on early childhood development. Two research questions guided the study: first, how do cartoons influence children\u0026rsquo;s behavior? And second, how do parents and teachers describe their observations and experiences regarding children\u0026rsquo;s behavior as influenced by cartoons? To address these questions, interviews were conducted with several parents and teachers who shared their experiences and perceptions about the effects of violent cartoons on children\u0026rsquo;s behavior.\u003c/p\u003e\n\u003cp\u003eParticipants discussed whether they believed children\u0026rsquo;s behaviors were influenced by violent content in cartoons. Regarding viewing habits, the findings showed that all children of the participants regularly watch cartoons daily, often spending more than an hour watching shows with violent scenes, with even longer viewing times during holidays. Most parents and teachers expressed the view that violent cartoons do not cause aggressive or problematic behaviors such as fighting, shouting, anxiety, or prolonged staring. They considered these behaviors to be natural and possibly caused by factors like interpersonal conflicts, inherent stubbornness, natural aggression, or desensitization (Martins, 2020). These perspectives align closely with the cultivation theory.\u003c/p\u003e\n\u003cp\u003eNevertheless, a few participants felt that behaviors such as fear, anxiety, aggression, anger, fighting, and shouting could be linked to exposure to violent cartoons. This supports the cultivation theory\u0026rsquo;s idea that greater exposure to violent media leads children to adopt and display more violent attitudes. Some participants also noted positive effects of cartoons, such as children learning English faster, imitating heroic behaviors positively modeled by cartoon characters, and developing creativity evident in activities like making artistic paper guns and block constructions.\u003c/p\u003e\n\u003ch2\u003eImplications:\u003c/h2\u003e\n\u003cp\u003eThis study was conducted with a small group of participants from a single municipality, to explore perceptions of how cartoons containing violent acts affect early childhood development. Although the sample size and study duration were limited, the results can provide useful insights for other researchers interested in a deeper understanding of the impact of violent cartoons on young children\u0026rsquo;s development. The findings indicated that there is still a lack of comprehensive knowledge regarding the effects of violent content in cartoons on child development. Therefore, producers of cartoons are encouraged to create content that promotes empathy, moral values, and problem-solving skills, while minimizing violent scenes. Additionally, increasing awareness among parents, teachers, and caregivers about the potential influences of violent cartoons on children is essential.\u003c/p\u003e\n\u003ch2\u003eConclusion\u003c/h2\u003e\n\u003cp\u003eCartoons are generally designed to be funny, entertaining, and full of humor, which explains why children love them and often spend hours watching. Although cartoons are created for enjoyment, they can sometimes be harmful if they include violent content. This study focused on investigating how cartoons with violent acts affect early childhood development. The findings showed that nearly all children watched cartoons featuring violent scenes for more than an hour each day. Parents in the study generally viewed the impact of violent cartoons on their children\u0026rsquo;s behavior negatively, highlighting the need for parents to carefully monitor the content their children are exposed to. On the other hand, some teachers held more positive views about the influence of violent cartoons on children\u0026rsquo;s behavior.\u003c/p\u003e\n\u003cp\u003eExposure to violent cartoons can significantly affect children\u0026rsquo;s behavior, potentially leading to increased aggression, fearfulness, anxiety, stubbornness, yelling, and screaming. However, not all children respond in the same way; some may imitate the heroic actions of cartoon characters. It is clear that children greatly enjoy watching cartoons, so parents and teachers should thoughtfully select the types of cartoons children watch to encourage positive learning outcomes.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eStatement of Ethics Approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received approval from The Kathmandu University School of Education (KU), Nepal - as a part of my M.Ed (Early Childhood Development) research report, following the ethical standards for studies involving human subjects. All adult participants provided informed consent, and consent from parents or guardians was obtained for all research methods. To protect participant privacy, pseudonyms were used and all data were managed securely.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003e\u003cem\u003eAggression: Media Influences \u0026amp; Disinhibition\u003c/em\u003e. (2021, March 22). Retrieved from Tutor2U: https://www.tutor2u.net/psychology/reference/aggression-media-influences-disinhibition\u003c/li\u003e\n \u003cli\u003eBandura, A. (1977). \u003cem\u003eSocial Learning Theory.\u003c/em\u003e New York: General Learning Press.\u003c/li\u003e\n \u003cli\u003eBowen, D. M. (2021). \u003cem\u003ehttps://www.thebowencenter.org/\u003c/em\u003e. Retrieved from Introduction to the Eight Concepts: https://www.thebowencenter.org/introduction-eight-concepts\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eCultivation Theory.\u003c/em\u003e (n.d.). Retrieved from wikipedia: https://en.wikipedia.org/wiki/Cultivation_theory\u003c/li\u003e\n \u003cli\u003eJennygbebs. (2022, March 11). \u003cem\u003eViolence\u003c/em\u003e. Retrieved from https://en.wikipedia.org: https://en.wikipedia.org/wiki/Violence\u003c/li\u003e\n \u003cli\u003ekaye, B. K., \u0026amp; Sapolsky, B. S. (2004). \u003cem\u003eWatch your mouth! An analysis of profanity uttered by children on prime-time television.\u003c/em\u003e Mass Communication \u0026amp; Society.\u003c/li\u003e\n \u003cli\u003eL. Carter, L. W. (1999). The Future of Children: Domestic Violence and Children. \u003cem\u003eDomestic Violence and Children: Analysis and Recommendations\u003c/em\u003e, 1-20.\u003c/li\u003e\n \u003cli\u003eMacias, E. C. (2010, June). \u003cem\u003eCartoon Violence\u003c/em\u003e. Retrieved from https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=4778\u0026amp;context=etd-project\u003c/li\u003e\n \u003cli\u003eMahsud, M. N., Rawan, B. Y., \u0026amp; Normn. (2009). he effects of TV cartoon Network on aggressive behavour of school going children. Retrieved from http://www.aiou.edu.pk/gmj/artical6(Aut-08).asp\u003c/li\u003e\n \u003cli\u003eMartins, P. (2020). Influence of Violent Cartoon Film on Children in Aba Metropolis. \u003cem\u003eInfluence of Violent Cartoon Film on Children in Aba Metropolis\u003c/em\u003e, 11-14.\u003c/li\u003e\n \u003cli\u003eMurray, J. P. (2006). Children\u0026rsquo;s Brain Activations While Viewing Televised Violence. \u003cem\u003eChildren\u0026rsquo;s Brain Activations While Viewing Televised Violence\u003c/em\u003e. Retrieved from Children\u0026rsquo;s Brain Activations While Viewing Televised Violence: http://woldorfflab.org/pdfs/Murray_etal_ChildBrainActivations_MediaPsych_2006.pdf\u003c/li\u003e\n \u003cli\u003eMurray, J. P. (2008, April). Media ViolenceThe Effects Are Both Real and Strong. doi:10.1177/0002764207312018\u003c/li\u003e\n \u003cli\u003eNair, A. (2018). \u003cem\u003ePositive and Negative Effects of Cartoons on Child Behaviour and Development.\u003c/em\u003e Retrieved from https://parenting. firstcry. com/article s /positive- and-negative-effects- of-cartoons -on-child -behaviour -and- development/\u003c/li\u003e\n \u003cli\u003ePalmer, E. (n.d.). \u003cem\u003eChildren and faces of television\u003c/em\u003e. Retrieved from https://web.asc.upenn.edu/: https://web.asc.upenn.edu/gerbner/Asset.aspx?assetID=299\u0026amp;attachment=1\u003c/li\u003e\n \u003cli\u003eRamesh, A. (2021, August 17). \u003cem\u003eEffect of Violent Cartoons on Children\u0026apos;s Behavior and Mental State\u003c/em\u003e. Retrieved from Medindia.net: https://www.medindia.net/patients/lifestyleandwellness/effect-of-violent-cartoons-on-childrens-behavior-and-mental-state.htm#how-else-can-media-affect-children\u003c/li\u003e\n \u003cli\u003eRaza, S., Awan, S., \u0026amp; Gondal, S. (2016). What are Your Children Watching? \u003cem\u003eTeacher\u0026apos;s Evaluation of the Educational, Emotional, Behavioral, Psychological, Physical \u0026amp; Religious Impacts of Cartoons on the School Going Children.\u003c/em\u003e, 39-45.\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eSocial Support and Resilience to Stress\u003c/em\u003e. (2007). Retrieved from https://www.ncbi.nlm.nih.gov: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2921311/\u003c/li\u003e\n \u003cli\u003eTeam, E. (n.d.). \u003cem\u003eNegative Effects Of Watching Violent Cartoons On Kids\u003c/em\u003e. Retrieved from Being the Parent: https://www.beingtheparent.com/negative-effects-of-watching-violent-cartoons-on-kids/\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eTypes of Violence.\u003c/em\u003e (2014). Retrieved from https://www.gov.nl.ca/: https://www.gov.nl.ca/vpi/files/nine_types_of_violence.pdf\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Kathmandu University","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Cartoons, Violent content, Sleep disorder, Anxiety, Entertainment, Early childhood development","lastPublishedDoi":"10.21203/rs.3.rs-6807919/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6807919/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eTechnology now plays a central role in the everyday lives of people across all age groups, from infants to the elderly. From the earliest stages of life, children are introduced to digital devices and media such as smartphones and smart TVs. For many young children, particularly those under eight years old, cartoons serve as a primary source of entertainment. As technology has advanced, the way content is produced and presented has also evolved. Media companies are increasingly designing cartoon content to appeal specifically to young viewers, with many television networks dedicating time slots exclusively to cartoons to boost their audience ratings.\u003c/p\u003e\n\u003cp\u003eIn recent years, cartoons featuring violent themes have become particularly popular among children. Such content may lead to increased aggression, antisocial behavior, and the use of inappropriate language. Exposure to violent cartoons can also contribute to psychological issues such as fear, anxiety, sleep disturbances, and emotional stress in children. These effects can be deep and long-lasting, particularly for young children who spend significant time consuming such media.\u003c/p\u003e\n\u003cp\u003eThis study aims to examine how violent cartoon content affects early childhood development and behavior among children in Godawari Municipality. The research seeks to determine the extent to which exposure to violent imagery in cartoons contributes to aggressive behavior, fear, anger, and anxiety in young children. Although cartoons are traditionally meant to entertain and amuse, many now feature disturbing scenes involving violence, fighting, bloodshed, and harm. Therefore, it is crucial for parents, teachers, and caregivers to understand and assess the potential impact of such media on children's well-being. The motivation behind this study is to investigate how children's behavior is influenced by the violent content they encounter in cartoons.\u003c/p\u003e","manuscriptTitle":"Children’s Early Development and the Influence of Violence in Cartoons: A Qualitative Inquiry","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-06-09 08:35:10","doi":"10.21203/rs.3.rs-6807919/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"24c0a47a-b723-44ae-8550-fbc7333d9e96","owner":[],"postedDate":"June 9th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":49434906,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2025-06-09T08:35:10+00:00","versionOfRecord":[],"versionCreatedAt":"2025-06-09 08:35:10","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6807919","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6807919","identity":"rs-6807919","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}