The main objective of this paper is to explain how children follow the process of reception. We focused on children aged between 9 and 12 years old. The paper uses two animations, Brave (2012) and Frozen (2013) to offer its argument. Therefore, it focuses on critical concepts of these animations and the ways that children interpret these concepts. In order to explain how children get into the process of reception of the critical concepts in animations we used the "reception theory. Using purposive sampling and playing two animations for them was the way we eventually collected our information. In the end, some 10 interviews with children (five girls and 5 boys) were launched. Some of the results indicate that being equipped with critical conceptual tools is determinant in interpreting the animation stories critically by children. In fact, their interpretations from the animations were based on their previous at-hand schemas and conceptual tools. Children's receptions from the critical concepts of animations were completely different from one another and from what was depicted in the animations. In addition, they used animations to improve their earlier approaches and beliefs even though, the content of animations were critical and mostly opposed to their views.
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Abdollahyan, H., & Alepour, M. (2021). Children’s Reception of Critical Contents in Brave and Frozen. Journal of Social Problems of Iran, 11(2), 233-255. doi: 10.22059/ijsp.2021.82685
MLA
Hamid Abdollahyan; Mania Alepour. "Children’s Reception of Critical Contents in Brave and Frozen". Journal of Social Problems of Iran, 11, 2, 2021, 233-255. doi: 10.22059/ijsp.2021.82685
HARVARD
Abdollahyan, H., Alepour, M. (2021). 'Children’s Reception of Critical Contents in Brave and Frozen', Journal of Social Problems of Iran, 11(2), pp. 233-255. doi: 10.22059/ijsp.2021.82685
VANCOUVER
Abdollahyan, H., Alepour, M. Children’s Reception of Critical Contents in Brave and Frozen. Journal of Social Problems of Iran, 2021; 11(2): 233-255. doi: 10.22059/ijsp.2021.82685
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