Literature Review

Once upon a time, cartoons and animated films were a favoured pastime for audiences

of all ages. In the theatres and on television, people of all ages and socioeconomic

backgrounds watched and relished these pictures. When animated films and cartoons first

began their voyage, the substance of both programmes provided comedy and pleasure for

people of all ages and intelligence levels. Although cartoons formerly had a universal appeal,

they have now been relegated to the realm of "children's entertainment" (Kellogg, 1992).

Nowadays, the name "cartoon" is a bit of a misnomer since it encompasses so many other

kinds of visual art. To amuse children, it has evolved a strong sense of loyalty and connection

(Kemnitz, 1973). For firms that produce toys, animated shows and cartoons have a significant

impact on profit margins since cartoons are a powerful marketing tool. Cartoons are

sometimes referred to be half-hour advertising for profit-oriented businesses because of their

length. In the previous decade, animated television shows have seen a massive shift in style

and content. A "toon-boom" is underway (Kellogg, 1992).

Around 75% of US households currently have access to cable television networks. To

put it another way, Nickelodeon and Cartoon Network have a lion's share of TV viewers as

well as nearly 80% of the advertising dollars spent. In 2000, Cartoon Network made $500

million in revenue. Cartoon Network used to air vintage animated series on a regular basis,

but just a few of them, including Tom and Jerry and Looney Tunes, are still popular with

children (Westcott, 2002).

Children's exposure to cartoons and animations has been largely ignored by the

mainstream media. The explicit material on Cartoon Network has made it unsafe for children

to watch. Until recently, parents and children alike assumed that cartoons seen on television

were harmless, such as Joe Camel the cartoon character. However, if youngsters see cartoon
characters smoking, it must be having a negative impact on them. We need to ensure that

cartoon shows like Space Ghost and Harvey Birdman, Attorney at Law are safe for children,

and we need to address the detrimental impacts of these cartoons on children (Susan, 2000).

It is time for the United States to deal with the growing issue of cartoon-related

injuries. Many of our youngsters have been injured as a result of their intense attachment to

these mythical beings. How many more children will be hurt while "having fun"? As a

consequence of Animation World Network's fair coverage, my case study on the detrimental

impacts of cartoons on children will be published. Hopefully, parents and guardians will react

favourably to this request to prohibit all hazardous cartoons, even if the findings of this

research concern those (Saturnine, 2004).

In their 1980 study, Clara and Marian looked at how children's free play behaviour

was affected by watching cartoons on TV. Researchers and kindergarten instructors alike

watched the same youngsters. For this study, we looked at 65 youngsters and their instructors

(n=18). The following questions were asked to each youngster in turn. (1) What are your

favourite shows to watch? What are your favourite cartoon shows? How many cartoon

characters can you think of right now? (4) Why do you like these characters so much? The

following questions were posed to the children's instructors after they observed their free play

activities (such as recess or outdoor play). What is the clearest proof that cartoons have an

impact on students in the classroom? Are you aware of the most popular shows among

children? According to the findings of the research, children's television's most beloved

programme was cartoons. On weekday afternoons, children like watching the cartoons that

are shown. Teachers felt that children's "in class" conduct was greatly influenced by their

exposure to cartoons. In the classroom, it is not uncommon to see conduct that seems to be

influenced by what they see on television. In both short-term and long-term settings, research
shows that violent material in television shows and video games may lead to an increase

among aggressive and violent conduct in young people (Anderson, 2003).

In the field of social communication study, cartoons have taken on a new significance

in recent years. Today, animation is often utilised in marketing and education to reach a wide

range of people (Ginmann, 2003). Researchers found that there are a variety of influences on

how people feel about cartoon characters, from their gender to the accessories and costumes

they wear to their physical appeal to their intellect (Klein and Shiffman, 2006).

The role of the media, particularly television, in the learning process is well

acknowledged. Television has a profound effect on the lives of everyone who watches it,

regardless of age. As a result of the many distinct linguistic terms used on television, such as

"break ke baad,"(After the break) our native language has been tremendously impacted (After

the break). Similarly, the many language phrases used in their favourite shows and cartoons

on television have a significant impact on youngsters (Gokulsing, 2009). American children's

culturalization is mostly due to the influence of television shows and cartoons and animated

films, according to Kottak (1990). In order to make significant alterations to popular culture,

it is essential that the sort of culture being presented by the various television programmes be

recognized.

Early research found unfavourable correlations between the amount of time spent

watching television and IQ measurements. From ages 10 to 14, students with lower

intelligence started watching less television as their "high mental ability" increased. Schramm

et al. (1961) discovered that kids with higher intelligence watched more television than their

"low mental ability" counterparts. Scott (1956), Bilyn (1959), Himmelweit, Oppenheim &

Vince (1958), La Blonde (1966), and Thompson (1968) also discovered unfavourable

relationships between television and IQ (1964). A mixed bag of findings has come out of
research looking at the relationship between children's TV viewing and their academic

performance. Children aged 10 to 14 were divided into watching and non-viewing groups by

Himmelweit et al. (1958), who discovered that non-viewers scored marginally higher than

viewers. In Japan, the availability of TV was accompanied with a decrease in homework time

and reading abilities (Furu, 1962). In a study of 10,000 high school students, Garcia,

Castenada, and Schiefelbein (1974) found a link between owning a television and academic

achievement in both language arts and mathematics. E1 Salvadoran 7th graders' television

and long-term reading skills were assessed for three years by (Hornik, 1978).

Cartoons' effect on school-going youngsters was studied by Yousaf, Shehzad, and

Hassan (2015). They collected the sample in Pakistan's Gujrat province. Because of this, they

used the principle of mass impact cultivation. Data was gathered via the use of surveys and

questionnaires. They concluded that children's physical and psychological well-being is

greatly impacted by cartoons. The youngsters who aren't given medication are the most

impacted. There is an increase in the number of violent acts committed by children. Cartoons

are a favourite pastime for children, which results in them wasting time. The language we use

has a lot to do with cartoons. Cartoonish language and improper terms are being used by

them.

The existence and causes of violent conduct among Sargodha's schoolchildren were

examined by Mahsud, Rawan, and Yaser (2009). They recruited 192 youngsters, ages 7 to 10,

from four different schools in the Sargodha District (96 males and 96 girls). They conducted

a poll to see whether cartoons had an effect on people's behaviour. They classified their

responses using a stratified sampling approach. They discovered that male and female

viewers' tastes and even their conduct differed significantly throughout the broadcast. Almost

exactly the same amount of time was spent viewing cartoons by boys and girls. Boys have
become considerably more violent and like watching cartoons that depict fights. More boys

than females chose to watch Hindi-dubbed cartoons. They also found a large number of Hindi

terms that the youngsters used on a regular basis. Aside from that, people like dressing and

accentuating themselves in the manner of their favourite animated characters.

Sudha (2011) examined the many ways in which cartoons might influence children's

behaviour. To do research, Salem was selected. In order to acquire data, a multistage

sampling strategy including field survey techniques and databases was used. When it comes

to cartoons, kids are uncontrolled and obsessive consumers, spending hours in front of the

tube. Sudha observed that the late childhood respondents were more influenced by cartoons

than the early or pre-adolescent childhood respondents, and the characteristics that exert

impact on the children include age, gender, siblings, standard, board, media, and time spent

watching television. It has resulted in aggressive, gruff, insensitive, and passive individuals.

This has led Sultana (2014) to conclude that youngsters are spending more time

watching television rather than doing anything productive. The data she gathered in

Bangladesh came from surveys and one-on-one interviews with individuals from all walks of

life. Children's minds and learning capacities might suffer if they watch too many cartoons.

According to her, most parents depend on television for their children so that they can

complete their job or rest a little, but they are ignorant of the long-term repercussions of

excessive television viewing. Gradually, watching TV takes over as their major pastime, and

they're even more likely to turn the TV on when they're eating or doing schoolwork. This is

why parents and even children later on in life find it difficult to deal with the actual

responsibilities of life. She came to the conclusion that cartoons, although interesting and

enjoyable to watch, also have a bad side because they severely damage a child's mental
capacities and social life by making him hooked to cartoons. Parents in particular need to be

educated on what this means for their children's futures.

Qurat-ul-ain Maqsood and Umera Amer (2014) investigated the impact of

multicultural cartoons on youngsters. International cartoons have been blamed for

undermining the religious and moral values of young people, as well as altering their speech

and social interactions. They say that children's brains are like "wet clay," and that we may

shape them whatever we choose. Cartoon violence and the moral and ethnic values it depicts

have a powerful effect on children's minds. The children's fascination with cartoon characters

leads them to mimic the characters' speech patterns and even imagine themselves as the

cartoon characters they love. Early exposure to cartoons leaves an impression on a

youngster's mind that might cause problems later in life when the child is confronted with the

realities of life. As a result, they are unable to reach their full potential in terms of social,

moral, ethnic, and intellectual talents. They surveyed parents in Islamabad as part of their

research. "The international cartoons have been considerably impacting the young Pakistani

youngsters," they found in their study. The moral, social, and religious values of Pakistani

society are vastly different from those of Christian and Hindu societies since Pakistan is

mostly a Muslim nation. More and more youngsters in Pakistan are tuning in to multicultural

cartoons. (2014)".

Cartoon networks' influence on school-age children's conduct was examined by

Hassan & Daniyal (2013). A 24/7 cartoon station, Cartoon Network, means that youngsters

spend much of their free time watching cartoons. As a result, many cartoons include violence

as a central theme, which has a profound effect on children's mental health. The violent

material in the cartoons attracts and influences children. Cartoon networks have an influence

on the psyche of school-aged children, causing a shift in their conduct as well as forcing their
parents to purchase merchandise with their favourite cartoon characters' posters on it,

according to this research. Non-parametric statistics and a survey methodology are used in

the study. A considerable influence on children's lifestyle, language, and personality, as well

as their aggressive or violent conduct, has been determined by the authors of this study. The

average daily TV time for the majority of the kids was between one and three hours. When

Tom and Jerry cartoons are displayed in a humorous setting, youngsters find the violence

amusing, and they like playing games like this with their siblings and classmates.

A study by Gökçearslan (2010) examined the impact of cartoons on children's gender

development. When it comes to gender discrimination in animated films, there are a number

of subtle implications. Male, female, animal, and inanimate things are all shown in cartoons.

In the movie, both male and female characters exhibit their normal stereotypical behaviour.

Furthermore, there is some functionality in the scenes, such as the transformation of a female

character into a male figure with a magical wand, which is disturbing. This is worrisome

because youngsters will be more susceptible to gender disparities, and also because having to

deal with such confusing gender role models will have an impact on their psyche and on their

future. He came to the conclusion that even in terms of career, female characters are

presented to be weaker and more vulnerable than male ones. Throughout their childhood,

boys were emphasized, which offers an unfair image of gender and is also evident in their

relationships with their siblings and parents. Children believe that their father is the primary

financial authority in their lives, and that their mother is just there to provide for the family as

a whole.

Positive cartoon animation has been shown to alter children's conduct in elementary

schools, according to Siripen (2009). Cartoons have a profound impact on children's minds

and behaviour. In the current generation, there is a tendency to be more abrasive and cynical
in social situations. Furthermore, it prevented them from grasping the concept of proper

etiquette. This is a major problem in many countries. The author used 2D cartoon animation,

a medium that is accessible to youngsters because of its closeness and simplicity, to try to

mediate these dilemmas. The 2D cartoon is shown to a group of 200 pupils from four

elementary schools in Thailand. Ultimately, the goal is to instill in a socially active person a

healthy habit of happy celebration. In addition to seeing a replication of the animation, the

researcher conducted interviews with participants, and analyzed input from questionnaires.

The aggression of youngsters has been reduced in the short term and may be transformed in

the long term, according to a label or trend.

According to a study conducted by Habib et al. (2015), youngsters all around the

globe are becoming more and more interested in cartoons. A surprising influence on

children's behaviour is discovered in cartoons, though. These effects have both beneficial and

negative consequences on the youngsters. Many researchers have discovered that children's

behaviour alters as a result of seeing violent animation. It has also been shown that

instructional and instructive cartoon material might help youngsters develop their imagination

and creativity. Language has a significant impact on the development of children, as well.

The more a cartoon program's vocabulary is accessible and intelligible to youngsters, the

more they enjoy it and participate in the presentation. As a result of their participation, their

conduct also reflects this.

Rashid (2015) revealed that children's behaviour was not more affected by the

physical impacts of viewing TV. Because reading requires a lot of effort, TV doesn't need as

much effort. When youngsters are watching their favourite cartoon at a closer distance from

the screen, the force they exert is greater. If they spend a lot of time in front of the television,
their physical health may also suffer as a result. They may also be unable to sleep at night

because of their excessive TV viewing and bad lighting conditions.

According to Habib and Tarek (2015), children were more afraid of television shows

because of the emotional impact they had on them. We discovered that if kids started to

watch all of the shows that Raza, Awan, and Gondal (2016) had studied, they would get

better grades in school. Since kids are so impressionable, they are more influenced by what

they are exposed to from an early age. People who watch TV alone in a dark room run the

risk of developing anxiety and panic as a result of the environment.

Effects on the Mind in Shaffer (2007), he observed that television shows had a

significant impact on the development of children's mental abilities. This was more harmful

to youngsters who had gained first-hand knowledge of real-life situations via the material.

There isn't enough maturity in children's minds yet to tell the difference between what is

genuine and what is made up. As a result of this brain-altering experience, kids begin to

daydream. This desire to live in a world that is like a dream world may arise among

youngsters who watch television alone and programmes with a fantastical structure.

Children's aggressive behaviour might be influenced by watching violent TV shows,

according to Krish (2006). Because they couldn't tell the difference between reality and

fiction, they couldn't understand the laws of the actual world. Aggressiveness may be learned

in the dream world and brought to life in the actual world. Rather than distinguishing between

good and evil, they want to behave like a well-known fantasy figure.

As Klien (1993) discovered, by the early 1930s, cartoon characters like Donald Duck,

Mickey Mouse, and Pluto were finding their way into the silver screen and gaining

worldwide fame in a series dubbed Silly Symphonies. Klien (1993) It is impossible to

understate the importance of animated films in the history of cinema. Animated films have
always been big office successes. Consider the following as an example of relevant

information: The Seven Dwarfs is still one of the top ten highest-grossing films ever made.

Even now, more than seven decades later, animated films are still very popular. Take

DreamWorks' Shrek 2, which made over $900 million at the box office and millions more on

DVD in 2004.

Finding that Tex Avery is behind Droopy Dog, Daffy Duck, and most crucially, Bugs

Bunny, was made by Velikovsky in 2012. He was one of the finest Looney Tunes and Merrie

Melodies animators, writers, producers, and directors. For as long as cartoons have been

around, there has always been some level of violence to be found. There is more violence in

cartoons than in any other kind of media, whether comic or tragic.

For Greenberg (1976), the goal was to study cartoons and their influence on society.

In order to provide readers with a thorough understanding of the cartoon world and its impact

on society, these findings were chosen with care. The robustness of each issue was addressed

in full. Case studies and observational evidence are used to back up the findings of

substantive exams. Furthermore, the study's findings demonstrate that cartoons may be an

effective tool for teaching. As a result of their exposure to cartoons, young people have

developed a more positive outlook on the world and a greater sense of themselves. On a

fictitious planet, children's lives are brought to life through cartoons.

Television and movies, according to Fouts, Callen, and Lawson (2006), are the two

most popular forms of entertainment for children, and demonetization has been a huge

success for them. There have been two content assessments. Using Disney feature films

(n=34) and after school cartoons (n=41) to demonstrate the usage of "evil" terminology while

speaking to a person (ex. monster, devil, demon), There are an average of 5.6 "wicked"

allusions each film in the 74% of Disney films that keep them. At least one "wicked" allusion
can be found in 44% of the after-school kids' programmes, with an average of one per

animation. Discussions abound on what happens when youngsters are repeatedly exposed to

popular films and animated series and learn to detest those who raise awareness of

wrongdoing.

Studying and comparing the effects of T.V. and cartoon violence and real-world

violence on children was done by Bandura, Ross and Ross (1963). One hundred students

from a local high school were divided into four groups for the purpose of an experiment.

They all came together and saw an unstoppable shout at an inflatable while bashing it with a

little wooden lake. The rest of the group saw the same thing on TV. There was a third group

that saw a cartoon depiction of a similar sequence, and a fourth group that saw nothing.

Primary three groups showed higher hostility than the control group after being seen in a

perplexing circumstance. They were more aggressive than those who had just seen a cartoon

of the Occurrence on television, and the youngsters who saw it were more aggressive than

those who had only seen a cartoon. They conducted a survey of more than 2,000 kids in

grades three through eight from Ohio. Psychological shocks, mental and emotional anguish,

and a general sense of unease have all been linked to excessive daily TV viewing, according

to these studies.

According to Anderson and Carnagey (2004), children's behaviour is adversely

affected by the depiction of violence on television, particularly cartoons. There is some

evidence that youngsters may be less likely than previously assumed to engage in bloody acts

of violence they witness on television. Analysts show that young toddlers have little influence

over their knowledge of TV content, but they have a relatively unusual amount of

engagement or sophisticated ethical reasoning. Adults may be able to interfere in children's

comprehension of the evil of viciousness on television and the difference between drugs
because of their own experiences as children. As part of our ongoing effort to help early

childhood educators and parents who watch their children's television make informed

decisions, we are conducting an audit of an ongoing study looking at the effects of the

cartoon Savagery on children's ethical thinking and behaviour.

Three communities were selected by Greenberg and Reeves (1976) to test the impact

of television. They discovered that youngsters who watch solely violent shows on TV are

more likely to act violently themselves. Low IQ is another element that contributes to

aggressive conduct. Children with lower IQs and those from lower socioeconomic

backgrounds are more likely to engage in aggressive behaviour as a result of exposure to

violence on television. When examining the effects of television on children, it is more

critical to look at the interrelationships between watching and other variables.

Kaye & Sapolsky (2004) concluded that youngsters are being hurt for the purpose of

enjoyment, and the number would keep rising if nothing is done. It's because of Animation

World Network's fair treatment of the issue that a research on the detrimental effects of

cartoons on children will be released, which might leave parents and guardians of children

surprised and unhappy. However, a positive outlook is strongly suggested in order to prevent

the publication of destructive cartoons.

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