how can mass media assist children

Part of Dewey's vision was for schools to recreate that lost society within themselves. In his experimental school, the emphasis was taken away from academic subjects and his students were exposed to those processes which children of two generations before had experienced as part of their daily life. He found that learning from life experience could be psychologically instrumental in children's growth as they discovered information for themselves in the course of practical activities. The difference between his education and the traditional home-based education was that his was defined and directed by the teacher rather than by the necessities of daily life.

In an industrial democracy such as America's, Dewey claimed, progress depended on generating productive and adaptive citizens. The job of schools, he believed, was also to remake each individual in morals, social relations, and politics. Schooling presented an opportunity for social guidance on a national scale. He asserted that schools must no longer concentrate primarily on transmitting knowledge; but serve as agencies of cultural amalgamation, dedicated to breaking down barriers of class, race and national territory and fostering a broader community interest. In Ethical Principles Underlying Education, Dewey wrote that whilst 'reverence for parents' was valuable in principal, in practice it led to a citizenry with a variety of morals. Children's moral and social development should not be left to the chance of individual parents but taken in hand by schools. Schools should set the moral agenda to prevent thinking from developing in 'positively wrong ways' and leading to 'false and harmful beliefs'.
Children constantly have the model of their parents' behaviour and that of other adults they come in contact with as a guide for their own behaviour; they also have endless opportunities to discuss behaviour and issues with people who love them and respect their opinions.
There is a good reason for the public