The influence of animated cartoons on primary children's views of social reality: an ethnographic study in a Maltese primary school

Abstract

ABSTRACT This paper presents ways in which animated cartoons influence primary school children's views of social reality based on students’ relationships with these characters and their perception of these characters as being ‘real’. For this purpose, a mixed methods approach was adopted, in which 9/10-year-old Maltese primary school children were provided with an opportunity to participate in activities related to cartoon characters. In these activities the children (n = 10) provided their interpretations of animated cartoon characters through drawings, writings and verbally during semi-structured interviews and cartoon watching. Thematic analysis was used to analyse the children's verbal expressions and interpretations. From the outcomes of the analysis, educational implications and cross-curricular pedagogical suggestions were then derived through the use of the MIRROR multimodal framework. These educational implications indicate that children can be taught critical thinking skills through the integration of animated cartoons in different curricular subjects. Moreover, the results indicate that students need to be offered the possibility to express themselves through various modes as exemplified in the pedagogical suggestions proposed. These pedagogical suggestions can be used by primary school educators, parents and guardians in order to teach creativity, expressive skills and literacy skills to primary school children.