Since Disney films play an essential role in children’s learning process, critics voiced concerns that parents are often not portrayed in child-oriented movies. Our questions are: To what extent do these movies describe parents' roles? Was it an increase in parental presence among the films between 19?Ĭurrent literature has questioned the impact of superhero books on youth who experienced early parental loss (Betzalel & Shechtman, 2017). With this theoretical support, our study focused on parental presence in movies designed for children. It stresses the importance of parental involvement in a child’s learning. With this framework, “parental presence” is a function of parents’ participation in a child’s daily activities with home-based support to promote the child’s developmental needs. A part of this involvement becomes parental learning in achieving children’s positive outcomes in education and self-efficacy (Cleland & Lumsdon, 2021 Harding et al., 2015). Social capital in a family is a function of parental involvement to strengthen a child’s cognitive and behavioral development. McNeal ( 1999) used research data from parent–child discussions to support the correlation between children’s academic outcomes and parental time commitment in parent-teacher organizations. If children continue consuming Disney movies, parental involvement is needed to facilitate discussions of real-life learning to help children develop communication skills.Īs supported by the Social Capital Theory, parents’ consistent presence in a child’s life is essential to increase social capital for the family. Parents can engage children in discussions about friendship and family relationships after watching a movie. Findings show that families could use Disney animated movies illustrating fantasy and reality. The movies released during 2000–2020 showed a higher parental presence than the previous seven vicennial periods. Half of the 48 parental-presence films projected life in a single-headed family and the main characters' heroic image. Most of these 155 stories (n = 97, 61.3%) did not mention the child’s biological parents. Data included the leading child, parents or parental figures, and the central theme of the movie. We read relevant website-posted plots and themes of each selected movie from three major informational websites. With three inclusion criteria (figure-length, animated, and at least one child being the protagonist), we found 155 films for the general audience released between 19. This exploratory study examines how Disney animated movies over the last eight decades portraited parents in the life of the leading child characters. This study uses the Social Capital Theory as the framework to support its focus on parental attention to children’s developmental learning needs. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021.Globally, Disney animated films integrate education into entertainment for families with children. Gender-based discussion Heroic belief Parental inclusion Single-headed families. If children continue consuming Disney movies, parental involvement is needed to facilitate discussions of real-life learning to help children develop communication skills. The movies released during 2000-2020 showed a higher parental presence than the previous seven vicennial periods. Most of these 155 stories (n = 97, 61.3%) did not mention the child's biological parents. This study uses the Social Capital Theory as the framework to support its focus on parental attention to children's developmental learning needs. Globally, Disney animated films integrate education into entertainment for families with children.
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