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Here I have posted a more detailed drawing of my design and the benefits provided inside:
A mattress, pillow, blankets (sheets and pillow cover would be disposable while the blankets would be changed periodically), a power socket and a door that provides a pin for the occupant to lock their cabin for 12 hours for the price of £1 to ensure the safety of the guest.
I also designed a drinking fountain next to the cabins as I think it is essential to have a source of clean water in the vicinity of the refuge.

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Here I have posted an image of the sketch of my idea.
it is a homeless shelter inspired by traditional British telephone booths and trending capsule hotels in China

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“Alcohol Facts and Statistics | National Institute on Alcohol Abuse and Alcoholism (NIAAA).” Www.niaaa.nih.gov, www.niaaa.nih.gov/alcohols-effects-health/alcohol-topics/alcohol-facts-and-statistics.

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Learn up-to-date facts and statistics on alcohol consumption and its impact in the United States and globally. Explore topics related to alcohol misuse and treatment, underage drinking, the effects of alcohol on the human body, and more.

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National Institute on Alcohol Abuse and Alcoholism (NIAAA)

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Learn up-to-date facts and statistics on alcohol consumption and its impact in the United States and globally. Explore topics related to alcohol misuse and treatment, underage drinking, the effects of alcohol on the human body, and more.

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-. “Alcohol Consumption.” Our World in Data, Apr. 2018, ourworldindata.org/alcohol-consumption.

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Who consumes the most alcohol? How has consumption changed over time? And what are the health impacts?

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Here is my last interview with a 20-year-old girl of English origin.
I have blacked out the names of some of the subjects for privacy reasons.

I would like to put a disclaimer to excuse any spelling mistakes, unfortunately I transcribed the interviews by hand and I suffer from dyslexia which makes it incredibly difficult to avoid spelling mistakes

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On this page I have transcribed the answers of a 21-year-old girl from Italy

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In this post I have published the last 3 answers I received from the first interview subject.

Next are the transcripts of the answers I received from a 20-year-old girl from Italy

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Transcription of interviewer's questions

In this post I have published the questions I asked the people interviewed.
Following this is the transcript of the answers obtained from a 19-year-old male subject from the UK

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Redazione. ““Cartoon Educativi E Immaginario Infantile. Riflessioni Pedagogiche Sui Testi Animati per La Prima Infanzia” a Cura Di Cosimo Di Bari.” Letture.org, 27 Feb. 2020, www.letture.org/cartoon-educativi-e-immaginario-infantile-riflessioni-pedagogiche-sui-testi-animati-per-la-prima-infanzia-cosimo-di-bari. Accessed 19 Apr. 2023.

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Article consulted

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“Cartoon educativi e immaginario infantile. Riflessioni pedagogiche sui testi animati per la prima infanzia” a cura di Cosimo Di Bari

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Prof. Cosimo Di Bari, Lei ha curato l’edizione del libro Cartoon educativi e immaginario infantile. Riflessioni pedagogiche sui testi animati per la prima infanzia pubblicato da FrancoAngeli: quanto e come i cartoni sono in grado di alimentare l’immaginario dei più piccoli e di rappresentare per lor…

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Tatev Derzyan. “The Influence of Cartoons on Children’s Socialization – Enlight Studies.” Enlight Studies, 25 Sept. 2017, enlightngo.org/language/en/post/7795.

Article consulted

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In the course of socialization and as a result of it, person acquires some knowledge, experience, skills that contribute to his integration into society, understanding the laws, rules and moral norms of society. In spite of the fact that socialization continues throughout the whole lifetime, in the first stage of life, that of childhood, it is more important because as due to the biological and genetic peculiarities, child's first years impressions form his personality, character, preferences and behavior.

Socialization is carried out through so-called agents (peer group, church, family, school, etc.), but in the face of other socialization agents, in the modern world television is considered to be the most effective in dissemination of certain ideas, knowledge and information as it is easy retain the information through audio-visual transmission. Television impact tools are programs, advertisings, news, movies and cartoons. Cartoons are more attractive for children. They influence child's perception of the world, the formation of values, and the upbringing process.

Children are curious, and passing time only in kindergarten/school and at home, the child's thirst for knowledge does not quench. Moreover, children spend more time on TV than any of the above-mentioned structures. Researchers at the University of Michigan, Kaila Brooks and Brad Bushman[i], have found that,

2-5 years old children watch cartoon 32 hours a week,

6-11 years old, 28 hours,

71% of children aged 8-18 years have a separate TV set,

53% of children aged 7-12 are watching TV without parental supervision.

Professor Sharmin from the same university, states in his research that children are more attracted to cartoons than learning from traditional and academic sources, the main reason lying in cartoon scenarios, audiovisual effects, and color solutions. Scientists have proved that children not only learn from cartoons, but also memorize and imitate the behavior of cartoon characters due to their cognitive abilities.

Children at an early age have not enough skills yet to evaluate the action of cartoonists, and the protagonist's actions are unknowable things for the child. The role of parents is important here, as they can prevent negative consequences, explaining to the children the consequences of this or that action.

As a result of survey conducted among 47 children and their parents in one of the Russian schools, 56% of respondents prefer foreign cartoons, 14% - Russians, 30% - and 2 - 33% of parents limit the choice of cartoons to children, 67% - not. The favorite heroes of 41% of the children were champagne, the transplants, the whips fairy, the small mermaid preferred 39%, Spong-Bob-12%, Luntik- 6%, Soviet cartoonists- 2%.
Cartoons' influence on child development
Scientists are unanimous on the fact that cartoons have a positive or negative impact on children.

Positive impact: Among the positive effects, scientists distinguish auxiliary role of cartoons: education of children, additional information about the world and interesting entertainment. Cartoons teach children the rules of behavior in the society (respect for adults, teamwork, etc.), enrich the vocabulary (the child can master the language while watching a cartoon in a foreign language), helping to discover the world (Dora. traveler, Dexter's Laboratory). Many of the cartoon characters healthy lives characters, have many positive characteristics, and children often imitate their heroes.

Negative impact. More research has been done to clarify the negative effects of cartoons on the behavior of children. Scientists mainly distinguish health damage, harsh behavior and sexuality symptoms. In 1997, 653 children in Japan were hospitalized due to epileptic seizures. Further studies have found that the reason for this is the 38th episode blaze of the "Pokemon" cartoon: all the children had watched that episode that day. Later, this episode was banned by the Japanese government and was never reshot.

American Pediatric Academy experts founded that the children who watch cruel cartoon are becoming aggressive, disobedient, cruel and angry. Cartoons help children develop imagination, but its negative impact may be that children can stay in the imaginary world for a long interval.

Professor of Michigan University Hysman notes that the violent scenes in cartoons create difficulties for children to understand the effect and its consequences. For example, when a heavy object falls on the hero's head, the scene makes laugh, the hero is not harmed. Seeing this, the child gradually ruptures the action-related relationship (for example, Tom and Jerry, Teenage Mutant Ninja Turtles).
Cartoons as a means of spreading values
As any audio-visual product, cartoons can also be used as a means of spreading values. During the Second World War, the warring parties actively used all means of propaganda, including cartoons. By the request of the American government, the animated cartoonists of the Walt Disney company shot 32anti-nazi cartoons (the most famous of them are "Education for death: The making of the Nazi" (1943) and Oscar-winner "Der Fuehrer's face" 1943). The main themes of the cartoons were the idea of ​​creating an image of the enemy, timely payment of taxes and making the necessary investments in the army. Disney cartoons were then watched by the whole family and displayed in the cinemas as well, before broadcasting movie.

In 1936, an anti-American cartoon was shot in Japan using Mickey Mouse. In Nazi Germany during that time, any information contradicting anti-Nazi ideology was banned, including Disney's cartoons. The most famous propagandistic cartoon of Germany during that period was "The Sleeping Prince", where the evil witch was Democracy, the sleeping princess was Germany, and the prince was Adolf Hitler. The most successful propagandistic cartoon of the Soviet cinema is the "Miliones" (1963), which was shot to show the differences between capitalism and socialism during the Cold War.

In the modern world, cartoons are almost free from propaganda on war, and some cartoons are a means of spreading humanistic values ​​and ideas. "Finding Nemo" (2003), "Zootopia" (2016), "Finding Dory" (2016) cartoons by journalists and film critics carry out that mission in the best way. "Finding Nemo" and "Finding Dory" cartoons show the relationships between people with disabilities (by the example of fish). "Zootopia" was shot during the refugee crisis and the main idea was to create a society free from anti-racist, xenophobia.
Walt Disney's way to feminism[ii]
According to social psychology, human gender, the gender behavior is shaped from an early age by the ideas of the roles of women and men received in socialization processes. Scientists call this a distinctive socialization.

Disney was often accused of spreading anti-feminist ideas; the main target of criticism was the Disney's most famous cartoon series, "Disney's Princesses." In 1939-1959, Disney's princesses did not stand out with their individualistic traits, except that everyone was beautiful; had a pleasant voice and were good housewives. Just that time white women got their electoral right, but their role in the society had not changed so much. Heroes of "Snow White and Seven Dwarves" (1937), "Cinderella" (1950) and "Sleeping Princess" (1959) were mostly passive princesses who were not involved in any active action during the entire cartoon and were finally saved by the prince.

The new season of Disney begins with the "Little Mermaid" (1989), which lasted from 1989 to 1998. This period can be conditionally called as "the girls in distress" ("Little Mermaid" 1989, "Beauty and the Beast" (1991), "Aladdin" (1992), "Pacahonthas" (1995) and "Mulan" (1998)). In this period the personality of cartoons characters is emphasized, they have their own dreams, aspirations, but they always fall into a nuisance due to their own crave for adventures. There's a special need to emphasize Belle, the protagonist of the cartoon "Beauty and the Beast" (1991), who is not a princess, and the story of her and the beast's love is about the inner beauty. "Mulan" (1998) is the most feminist cartoon of this era. The protagonist goes to the Chinese army to save her father's honor, but she has to pretend to be a man for it.

In 2009, the era of Disney's pro-feminism began with the cartoon "Princess and the Frog". It is true, there are romantic relationships in the movie "Princess and the Frog" and "Rapunzel" (2010), but the main characters are bright personalities and they save men several times. The cartoons "Brave" (2012), "Frozen" (2013), and the "Moana" (2016) focus on family love, relationships with the girl's father, mother, brothers and sisters.
Soviet, Russian and Armenian cartoons
The Soviet-era cartoons (Soyuzmultfilm) were popular throughout the Soviet Union and beyond. Even after the collapse of the USSR, these cartoons still retained their reputation in former Soviet countries. According to a popular opinion, Soviet cartoons teach children goodness, friendship, diligence, and so on. However, in Russia in 2015, a number of Soviet cartoons were forbidden to display such as "Cheburashka and Crocodile Gena", "Wait", "Carlson Living on the Roof", "Hedgehog in Fog", "Bremen Musicians" and more. The main reasons for banning cartoons are the propagandas of improper lifestyles.

The most popular Russian cartoons in Russia are the series of cartoons about "Masha and the Bear", "Fiksikner", "Three Cats", "New Bremen Musicians" and series about the Russian Giants (Bogatyr). The "Masha and the Bear" cartoon has caused some distress to pediatric psychiatrists as the main heroine of the cartoon does not teach anything positive. According to experts, cartoons about giants are mainly designed for adults.

The majority of Armenian cartoons that were filmed in the Soviet period and after independence are based on Armenian fairy tales, fables, and short stories. The most beloved are "Found Dream", "Nazar the Brave", "The Death of Kikos", "Davit of Sassoun" and recently released "Anahit". The cartoon "Anahit" is based on the same fairy tale, however, as the Russian giants' multiculturalism, has modern motives. However, statistics show that Armenian children mostly prefer foreign cartoons.

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Perhaps, Disney is one of the multiplayer giants, both full-length cartoons and cartoon series of its production are demanded by children, so their impact on children's own social role is quite great.

Cartoons are an important teaching part of the children's leisure activities and have an impact on their development. To protect children from the negative effects of cartoons, parents are advised to follow what cartoon the kids are watching, how many hours and age limitations.

1. Հայկական մուլտերը դժվար հասկանալի են, http://www.aravot.am/2009/05/26/360207/

2. "Finding Dory" shatters stereotypes about disabilities, http://www.cbsnews.com/news/finding-dory-shatters-stereotypes-about-disabilities-with-empowering-characters/

3. 10 Disney Propaganda cartoons from World War ll,http://listverse.com/2017/02/05/10-disney-propaganda-cartoons-from-world-war-ii/

4. A cartoon gateway to real world issues, https://www.theatlantic.com/education/archive/2016/12/a-cartoon-opening-to-real-world-topics/511514/

5. Baran S., Davis D., (2009) Mass Communication Theory: Foundations, Ferment, and Future

6. Brotherson, S. (2015) Understanding Brain Development in Young Children. Family Science Specialist, NDSU Extension Service

7. Cartoons and their influence, https://novakdjokovicfoundation.org/negative-impacts-of-cartoons/

8. Feminisney: When Disney Meets Feminism, http://www.huffingtonpost.com/sean-randall/feminisney-when-disney-me_b_10634040.html

9. How cartoons and propaganda were used against Nazis and jews during WWll, http://www.teenink.com/college_guide/college_essays/article/420241/How-Cartoons-and-Propaganda-were-used-Against-Jews-and-Nazis-During-WWII/

10. Influencing America through animation,http://www.insidethemagic.net/2017/01/influencing-america-through-animation-wwii-propaganda-cartoons-part-three-walt-disney/

11. Jensen, E. (1998) Teaching with the Brain in Mind. Association for Supervision and Curriculum Development, Alexandria.

12. Kirsh, S.J. (2006) Cartoon Violence and Aggression in Youth. Aggression and Violent Behavior,

13. Lambruai Z. (2012), The Negative Effect of Cartoons on Children - An Empirical Study, Algeria

14. Septiadi (2007) Televisi dan Parubahan. Unmuh Press, Surakarta.

15. Soviet animated propaganda,https://animation-stories.com/tag/soviet-animated-propaganda/

16. The evolution of feminism in Disney princess films,https://moviepilot.com/posts/4036071

17. The history behind Disney princesses,https://the-artifice.com/feminism-disney-princesses/

18. Гендерная психология. Законы мужского и женского поведения http://bookap.info/popular/burn/glshtm.

19. Дети и интернет,http://www.greenmama.ru/nid/3095862/

20. 10 Советских мультфильмов под запретом, https://miridei.com/idei-dosuga/kakoi-film-posmotret/neveroyatno_eti_10_sovetskih_multfilmov_pod_zapretom/

21. Как советские мультфильмы влияют на детей, www.cartoondistrict.com/effect-of-cartoons-on-childrens-mind/

22. Современные российские мультфильмы - традиция или угроза?, https://www.oum.ru/literature/roditelyam-o-detyah/sovremennye-rossiyskie-multfilmy-tradiciya-ili-ugroza/

[i] The survey refers to developing and developed countries.

[ii] It is interesting, that the name of the servant of the main evil character is Enver.

Author: Tatev Derzyan. © All rights are reserved.

Translator: Anush Gevorgyan.

Public Administration Specialist, MA student of Education Management and Planning

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The Influence of Cartoons on Children's Socialization

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In the course of socialization and as a result of it, person acquires some knowledge, experience, skills that contribute to his integration into society, understanding the laws, rules and moral norms of society. In spite of the fact that socialization continues throughout the whole lifetime, in the first stage of life, that of childhood, it [...]

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Canji, Irena. “The Influence of Cartoons on Kids.” Fun Childhood, 4 Jan. 2020, funchildhood.com/the-influence-of-cartoons-on-kids/.

Article consulted

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The time children spend in front of the television today has increased for various reasons. Electronics has become a part of our lives. When a child is born, it is like an empty notebook. It's what we write there that creates their future. So, it's up to us, their parents to be their teachers and the environment in which they are living, to teach them to become better persons. It's of great importance, for the children between the age of 3 - 6 years which are too small, to expose them to the loving and caring environment. A safe environment that provides enough opportunities to them for their emotional and social development which would help them becomes stable persons in the future. In the present world, digital media are unavoidable by every age group of children.

The environment that surrounds them must be happy, safe and loved as it becomes very important for our children's education. A global survey shows that 85% of children's brain structures are already complete in the early years. So these are the years where we need to take special care of what we show our children, how we behave in front of them, giving them enough opportunity for manual experiences.

The cartoons

The cartoons were so short at first, but now they are very long and the kids can sit and watch them for hours. Children watch cartoons not only on television but also on the Internet and they can usually contain inappropriate content. These websites are easy to get into if the kid wants to see them.

Chose the cartoon character

The girls chose the cartoon character, Elsa (Frozen) the most. When we questioned their interview responses, the reason they chose this character was because of her physical appearance and ability to make ice. Turning some people into ice means they are destroyed. This destruction has the potential to be perceived by children as a normal thing.
The girls also want to be cartoon characters such as the girls from Winx Club, Snow White, and Cinderella. The reasons are their physical appearance and beauty. A serious problem for the future is how girls idolize characters in terms of their physical appearance, fashion behavior and beauty. They may even experience inadequacy because of their high standards. Also, they can develop a habit of judging others by their physical appearance.

Choosing favorite characters for boys are supernatural skills and physical appearance. Children's statements and their character descriptions are: they want to fly or have supernatural powers, and sometimes they are characters that are scary and bad.

Several studies have been concluded:

Parents leave their children watching television to finish something or take a break.

Setting up a child to watch television is the best way for a parent to get the child to finish their meal.

[box] A powerful tool like cartoons, TVs, commercials can be two-edged weapons.[/box]

Now the question is, does this content have positive or negative effects on the children's brain?

Positive Effect

The positiv side is that a cartoon can be used to teach a child how to speak decently, control their temperament, help the elderly, listen to their parents, help the poor, and work in a group without feeling hate or jealous of their friends.Cartoon content could teach a kid some positive skills. For example; how to be a leader, think about acting, analyze problems, manage risk and even make a kid love sports.A well-crafted cartoon scenario could teach a child insecurity, the danger of electricity, crossing the street, heat in the oven. He can also teach them reconnaissance skills in how to behave in the wild, heal a wound, know the wind path, build a compass, make a small boat, set up a tent and tie a rope properly.

A cartoon hero could be a role model to a child for years. The cartoon character is built by the illustrator as well as the script, and any side effects could occur in real life represented by this situation. It is very important that the child receives the pure content of good messages and correctly adopts them.

Negative Effect

At the same time, a cartoon can be much more dangerous than any other experience a child may have seen before. It may contain content that would confuse it. May contain instructions contrary to parental learning. A wrong cartoon can cause a child to have different unwanted views on their parents, friends and teachers.

Intentionally negative content or mismanagement can lead a child to doubt his or her education, skills, mindset, lifestyle in which he or she grew up following his or her religion. A character with a negative attitude and demeanor who appears on screen as a hero can illustrate a child who distorts his or her understanding of his life and surroundings. He could act aggressively or make bad decisions in the same situations in which he had previously acted positively.
But with the supervision of parents, many conversations, children over time see the difference between film and reality.

The result ( A Survey Study):

78% of children have psychological effects after watching cartoons, while others are less. So when children pay more attention to cartoon characters because this thing also affects their cognitive process and still leads to different cartoon effects.

70% of children changed their language after watching cartoons while another did not. When children watch a cartoon, they also learn their language, after which they use the language in everyday life as at school, with friends and family.

70% of children's behavior changed after watching cartoons, instead of the rest. When children pay more attention to the entire cartoon story or a particular character, the craziness influences their behavior to change them.

70% of children's behavior changes after watching cartoons. Most participants agreed that children's behavior changed after watching the cartoon. They show aggressive behavior and use the same techniques they observed in cartoons during each other's fights.

Kids are heavily influenced by the cartoon series. Because they pay more attention and time to cartoons, instead of other activates. Although at this point it is also a crucial factor that a family member gives less time to children, that is why children generally watch cartoon serials. When children are nurtured, more focus on cartoons means that they learn a lot from cartoons. The analysis shows that most children are psychologically affected by cartoons.Watching cartoons change children's behavior, which turns into aggressive and can also change the language and language is the most important part of any culture. Later analyses make more use of cartoons as a source of entertainment than other physical activations. This thing is more detrimental to the physical health of children. In the end, it is obvious through study analysis that cartoons affect mentally as well as physically on the children.

Source:
Cartoon!!! And It's Effects on Socio-Emotional Development of Preschoolers, Deepika Rajawat1 1 (Department of Education, The Maharaja Sayajirao University of Baroda, India)
Effects Of Cartoon Channels On The Behavior Of School Going Children - A Survey Study, Vinod S. Koravi
The Cartoon Characters with the Greatest Influence on Preschool Children and the Digital Dangers They Can Be Exposed to While Identifying with These Characters, Figen Akça1 Uludağ University, Nuray Koç Çilekçiler2 Uludağ University

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The influence of cartoons on kids - Fun Childhood

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The time children spend in front of the television today has increased for various reasons. Electronics has become a part of our lives. When a child is born, it is like an empty notebook. It's what we write there that creates their future.

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Article consulted

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La diffusione di canali televisivi per bambini di età inferiore ai 6 anni e il generale aumento di contenuti multimediali per l'infanzia rischiano di produrre un malinteso: è infatti sempre più condivisa l'idea secondo cui sarebbe possibile lasciare da solo il bambino davanti allo schermo del televisore, del computer o del tablet. Se certamente è giusto che un genitore, dentro e fuori dalle mura domestiche, cerchi di ritagliarsi dei momenti per sé, è importante sottolineare che la fruizione dei cartoni animati (e in generale l'uso degli schermi) non dovrebbe mai avvenire in "isolamento", e che non andrebbero delegate ai dispositivi tecnologici quelle funzioni che invece spettano all'adulto.

I rischi da valutare

Bisogna considerare infatti una serie di rischi che prescinde dal cartone animato specifico e dalla sua qualità: ad esempio, la difficoltà per il bambino di comprendere da solo il contenuto, l'esposizione senza filtri a una lunga sequenza di spot, l'alterata percezione del tempo e dello spazio, e la difficoltà nella gestione degli stati emotivi.

Si tratta di rischi che riguardano la "forma" del cartone, a cui andranno accostate le analisi del contenuto dei testi per la prima infanzia, in modo da far emergere le criticità e le potenzialità. Tra le criticità c'è ad esempio lo stretto legame tra i cartoni animati e il "mercato": molti personaggi sono ormai usciti dai confini dello schermo per entrare nella vita quotidiana dei bambini sotto forma di gadget di tutti i tipi, che vanno dai giocattoli all'abbigliamento e all'alimentazione. Inoltre, nei cartoni vengono spesso presentati modelli di infanzia e di genitorialità che, oltre a farsi specchio della realtà esistente, tendono anche a confermarla e a rafforzarla. Pensiamo a Peppa Pig, così simile a una "bambina tiranna", a Masha (la vivace protagonista di Masha e Orso), tanto dinamica quanto egocentrica e poco incline a valutare le conseguenze delle proprie azioni, oppure ai PJ Masks, che già prima dei 3 anni "combattono il male" incarnato da tre perfidi nemici.

Dalla parte dei cartoni

Ciascun testo, però, presenta anche significative opportunità: consideriamo la semplicità del linguaggio in Peppa Pig, la dimensione reciproca di cura tra la bambina e il suo amico orso, l'importanza della collaborazione per risolvere i problemi. Non serve tentare di distinguere tra cartoni "buoni" e "cattivi"; è utile invece procedere a un'analisi critica di tutti i contenuti, individuando quegli aspetti su cui è possibile discutere con i propri figli dopo la visione.

Gianni Rodari, in un articolo del 1980, dichiarò di schierarsi "dalla parte di Goldrake": un invito a non focalizzarsi sugli aspetti negativi dei media, e in particolare dei cartoni animati, ma a riconoscere come quei testi fossero entrati nella vita dei ragazzi e rappresentassero un materiale con cui la scuola e gli adulti avrebbero dovuto entrare in contatto, per comprenderlo meglio e far sì che ampliasse, invece di circoscrivere, l'esperienza dei bambini.

Gli aspetti educativi

Le potenzialità educative dei cartoni animati sono legate a quattro caratteristiche, ciascuna delle quali sarà ancora più significativa con un adulto che accompagna e spiega:

il ricorso alle immagini, che può rendere semplici anche storie che per un bambino piccolo sarebbero complesse;

la capacità di rappresentare le emozioni e di riflettere su di esse, offrendo così una palestra emotiva;

la forza identificativa e di rispecchiamento nei personaggi delle storie, con la possibilità di sperimentare situazioni nuove;

l'arricchimento linguistico, che riguarda tanto la madrelingua quanto la seconda lingua, a patto che l'esperienza dello schermo non sostituisca quelle più tradizionali come la lettura dei libri o l'ascolto di narrazioni.

Per affrontare in maniera adeguata i rischi e allo stesso tempo sfruttare le potenzialità dei cartoni, i genitori possono agire su tre dimensioni: la scelta, la problematizzazione e il gioco.

Scegliere e problematizzare

Prima di tutto è necessario scegliere quali cartoni mostrare al bambino: può essere utile informarsi e cercare anche fuori dal "flusso televisivo", selezionando ad esempio cortometraggi di animazione dall'alto valore estetico, o cercando qualche produzione particolarmente sensibile a temi educativi (come il cartone italiano dei Minicuccioli). In generale, tra i criteri che possono guidare nella scelta, andrà considerata la corrispondenza tra l'età dei personaggi e l'età dei bambini, la chiarezza e la comprensibilità delle storie, il modo in cui vengono affrontate le emozioni, il collegamento con le esperienze concrete, la capacità di divertire, la rappresentazione di valori positivi come l'amicizia, la solidarietà, la valorizzazione delle differenze, l'autonomia, ecc.

Il secondo compito che spetta ai genitori è problematizzare: guardare i cartoni animati con i bambini non dovrebbe significare lasciar scorrere gli episodi uno dietro l'altro, ma dedicare un po' di tempo alla verbalizzazione dopo ogni puntata. In questo modo i bambini si abitueranno fin da piccoli a parlare di quello che hanno visto, a collegarlo alle proprie esperienze quotidiane, a descrivere il personaggio che hanno preferito, a riflettere sui luoghi e sulle situazioni rappresentate, sviluppando così a mano a mano la propria capacità critica.

Arricchire l'esperienza

Infine, vi è la dimensione ludica e creativa: per rendere un cartone animato realmente educativo, non bisognerebbe considerare la visione come il fine in sé, ma trasformarla piuttosto in uno stimolo iniziale, un "pre-testo" da cui avviare nuove attività. Al termine della puntata, possiamo proporre al bambino di disegnare qualche particolare che lo ha colpito, di immaginare un finale alternativo, oppure di realizzare un'attività manuale collegata all'episodio (che preveda magari l'uso delle dieci dita della mano e che metta in gioco i cinque sensi).

I cartoni animati non sono nemici, ma elementi ormai radicati nella nostra cultura che devono essere "letti" e padroneggiati in modo consapevole, anche dai bambini in età prescolare. Sono dunque da incentivare quelle esperienze laboratoriali organizzate da nidi e scuole dell'infanzia in cui è prevista una collaborazione tra educatrici, insegnanti e genitori per far sì che l'adulto impari ad accompagnare la visione dei cartoni. L'obiettivo è renderli dei prodotti che arricchiscano l'esperienza dei bambini, favorendo al contempo il dialogo in famiglia e promuovendo un approccio critico e creativo alla realtà.

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I cartoni animati, tra rischi e opportunità educative

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La diffusione di canali televisivi per bambini di età inferiore ai 6 anni e il generale aumento di contenuti multimediali per l'infanzia rischiano di produrre un malinteso: è infatti sempre più condivisa l'idea secondo cui sarebbe possibile lasciare da solo il bambino davanti allo schermo del televisore, del computer o del tablet.

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First attempt column diagram
Observational search

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this is the ven diagram I created to collect the data gathered in my observational research on people's behaviour in public parks.