Social, Personal and Health Education (SPHE) · Senior Infants · Myself and the Wider World: Developing Citizenship · 4.º Período

Media Awareness

Beginning to explore the role of media and technology in daily life. Differentiating between real life and what is seen on screens.

TL;DR:Media Awareness is an increasingly important part of the 'Media education' strand in the SPHE curriculum. For Senior Infants, the focus is on beginning to distinguish between the real world and the world of television, games, and advertisements. It also introduces the idea of 'screen time' balance and the emotional impact of what we see on screens.

• NCCA Curriculum Specifications
• SPHE Strand: Myself and the wider world - Media education
• SPHE Strand: Myself and the wider world - Developing citizenship

About This Topic

Media Awareness is an increasingly important part of the 'Media education' strand in the SPHE curriculum. For Senior Infants, the focus is on beginning to distinguish between the real world and the world of television, games, and advertisements. It also introduces the idea of 'screen time' balance and the emotional impact of what we see on screens.

In the Irish context, this aligns with digital literacy frameworks. It is about helping children become critical consumers of media from a young age. This topic comes alive when students can deconstruct media through role play and collaborative investigation, helping them see the 'tricks' used in cartoons or adverts.

Key Questions

1. What are our favourite television programmes or games?
2. Is everything we see on a screen real?
3. How long should we spend on screens?

Watch Out for These Misconceptions

Common Misconception

Everything I see on a screen is true.

What to Teach Instead

Children are very literal. Using 'behind the scenes' videos or role playing how a cartoon is made helps them understand that media is 'constructed' by people.

Common Misconception

If a character in a game gets hurt and gets back up, I can do that too.

What to Teach Instead

Young children can confuse game physics with reality. Active discussions about 'real-life consequences' versus 'game rules' are crucial for physical safety.

Active Learning Ideas

Inquiry Circle

Real vs. Make-Believe

Students look at pictures of real animals and cartoon characters. In small groups, they sort them and discuss what the real animals can do that the cartoon ones can't (like eating or growing).

20 min·Small Groups

Role Play

The Ad Detectives

The teacher shows a simple toy advert. Students then role play what the toy is actually like to play with versus how 'magical' it looked on the screen, discussing the difference.

25 min·Small Groups

Think-Pair-Share

The Screen Time Balance

Students think of one thing they love doing on a screen and one thing they love doing outside. They share with a partner and discuss why we need a mix of both for a happy day.

15 min·Pairs

Frequently Asked Questions

How much screen time is recommended for Senior Infants?

While guidelines vary, the focus in school should be on 'quality over quantity' and ensuring a balance with physical play. Encourage parents to set consistent boundaries and use screens together.

What are the NCCA objectives for media education in infants?

The curriculum aims to help children identify their favorite media, begin to distinguish between fact and fiction, and understand that media can influence our thoughts and feelings.

How can active learning help students understand media awareness?

Active learning, like the 'Ad Detectives' role play, allows students to 'pull back the curtain' on media. By physically acting out the difference between an advert and reality, they develop the critical thinking skills needed to question what they see on screens.

How do I handle children who are exposed to inappropriate media at home?

Focus on the 'feelings' aspect. Ask, 'How did that make you feel?' and reinforce the idea that if something on a screen makes them feel scared or confused, they should tell a trusted adult immediately.