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1.
《The Journal of educational research》2012,105(2):93-100
Abstract Data from the National Household Education Survey (1993) were used to examine parents' conceptions of kindergarten readiness and home-learning activities. Parents reported reading to their children an average of several days each week; a majority of children watched educational television programs such as Sesame Street. African American and Hispanic parents, and other parents of color, were significantly more likely than Caucasian parents to express concerns about their childís readiness for kindergarten. However, Caucasian parents were significantly more likely than other parents to comment that they would delay sending their child to kindergarten until he or she was older. Parent concerns about their child's kindergarten readiness were unrelated to learning activities and educational television viewing at home. 相似文献
2.
Lessons from television: children's word learning when viewing 总被引：1，自引：0，他引：1
The study investigated if preschoolers can learn novel words when viewing television and if the learning is influenced by age or type of word. 61 preschoolers, ages 3 and 5, were assigned to either an experimental or control group. They viewed a 15-min television program, featuring 20 different novel words, 5 each in the 4 categories of object, action, attribute, and affective-state words. Comprehension was tested before and after viewing. The experimental group performed better than the controls for object, action, and attribute words. 5-year-olds were more accurate than 3-year-olds and gained relatively more from the experimental condition. The easiest words to learn were object and attribute words. The results are relevant for studies of media effects and accounts of preschoolers' "fast mapping" of new words. 相似文献
3.
Michelle St. Peters Marguerite Fitch Aletha C. Huston John C. Wright Darwin J. Eakins 《Child development》1991,62(6):1409-1423
A sample of 271 3- and 5-year-olds and their families participated in a 2-year longitudinal study of television viewing patterns. 5 1-week diaries for all family members were collected at 6-month intervals. Programs were categorized as: (1) child informative, (2) child entertainment, (3) news and informative, (4) sports, (5) comedy, (6) drama, (7) action-adventure, and (8) variety-game. The majority of child programs were viewed without parents, while the majority of adult programs were watched with parents. Coviewing patterns of adult programs were predicted from parents' individual viewing habits, but not from the child's. Coviewing declined with age. Parental encouragement and regulation of viewing were orthogonal. Children whose parents encouraged viewing watched more child informative programming; children of restrictive parents watched less entertainment programming. Encouraging parents coviewed more than nonencouraging parents. Results support the assertion that parental viewing preferences, habits, and orientations toward television influence children's viewing, both with and without parents. 相似文献
4.
This is a re-analysis of data collected in an evaluation of Sesame Street. The data were obtained from 695 kindergarten-aged children randomly selected from five areas of the United States. The purpose of the study was to examine the effects of Sesame Street in a multi-variate framework, and to develop production functions showing the contributions which could be derived from the production function paradigm, most especially what might be gained by examining the possible results of mixing television viewing with teacher effort.The major findings are that the more a child watches Sesame Street, the more he learns; the higher a child's social class the more he learns from watching the program; and that Sesame Street does not affect disadvantaged children more than advantaged children, and hence has limited utility as a means of reducing differences in school performance between the rich and poor. Limitations in the data prevented calculation of production functions estimating trade-offs between teacher input and television viewing, but the limited data available suggest that mixes are better than either teacher alone or television alone.This research was partially supported by Grant #Y-NGL-008-054 from the National Aeronautics and Space Administration. The authors would also like to acknowledge the support of their colleagues in Washington University's Center for Development Technology. 相似文献
5.
The study experimentally tested the relationship between visual attention and comprehension of a TV program. 72 5-year-old children watched a 40-min version of the TV program "Sesame Street." Half the children viewed the program in the presence of a variety of toys and half viewed without toys. The children were then tested for their comprehension of the program. Although visual attention to the TV in the no-toys group was nearly twice that in the toys group, there was no difference between the groups in comprehension. There were, nevertheless, significant within-group correlations between visual attention and comprehension even for questions concerning only auditorily presented material. The results were interpreted as indicating that in a normal TV viewing setting, variations in the comprehensibility of the TV program may determine variations in children's attention to the TV. 相似文献
6.
Distractibility during extended visual fixations in children 6 months to 2 years of age was examined. A children's Sesame Street movie (Follow That Bird) was presented to children (N = 40) for a minimum of 20 min while fixation was videotaped and heart rate was recorded. Distractors (computer-generated patterns or another Sesame Street movie) were presented on an adjacent television screen. Consistent with prior research with older preschool-age children, the latency to turn toward the distractor was a function of the length of the look occurring before distractor onset. For the period immediately before distractor onset, children had a greater sustained lowered heart rate for the trials on which they continued looking at the center television monitor than for the trials on which they looked toward the distractor. This pattern of distractibility suggests attention increases over the course of a look toward the television, and that heart rate changes reflect this increase in attention. 相似文献
7.
Robert A. Reiser Naja Williamson Katsuaki Suzuki 《Educational technology research and development : ETR & D》1988,36(1):15-21
How can adults who watch “Sesame Street” with children facilitate the children’s recognition of the letters and numbers presented on the show? In order to examine this question, each of 95 preschool children watched three specially edited versions of “Sesame Street” with an adult who either (a) asked the child questions and provided feedback, (b) only asked questions, (c) directed the child’s attention to the screen, or (d) simply watched the shows with the child. Those children in the Questions + Feedback condition and the Questions condition scored significantly higher on a delayed posttest than did children who just watched the shows with an adult. There were no other significant differences among the treatment conditions. Results indicate that adults can increase children’s recognition of letters and numbers presented on “Sesame Street” by asking the children to name the letters and numbers as they are presented. Other interpretations are also discussed. 相似文献
8.
The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project 总被引：3，自引：0，他引：3
John C. Wright Aletha C. Huston Kimberlee C. Murphy Michelle St. Peters Marites Piñon Ronda Scantlin & Jennifer Kotler 《Child development》2001,72(5):1347-1366
For two cohorts of children from low- to moderate-income families, time-use diaries of television viewing were collected over 3 years (from ages 2-5 and 4-7 years, respectively), and tests of reading, math, receptive vocabulary, and school readiness were administered annually. Relations between viewing and performance were tested in path analyses with controls for home environment quality and primary language (English or Spanish). Viewing child-audience informative programs between ages 2 and 3 predicted high subsequent performance on all four measures of academic skills. For both cohorts, frequent viewers of general-audience programs performed more poorly on subsequent tests than did infrequent viewers of such programs. Children's skills also predicted later viewing, supporting a bidirectional model. Children with good skills at age 5 selected more child-audience informative programs and fewer cartoons in their early elementary years. Children with lower skills at age 3 shifted to viewing more general-audience programs by ages 4 and 5. The results affirm the conclusion that the relations of television viewed to early academic skills depend primarily on the content of the programs viewed. 相似文献
9.
《Early education and development》2013,24(4):409-422
The results of previous research suggest that while preschool children have a beginning understanding of disabilities that involve the use of adaptive equipment, they have little awareness of disabilities such as Down syndrome which have less overt distinguishing characteristics. In this study, videotaped segments from the children's television show, Sesame Street, were used to explore children's ideas about Down syndrome and physical disability. Participants included 41 preschool children. While a majority of participating children were aware that each child in the videotapes had some difficulties performing age-appropriate tasks, children had significantly fewer ideas about why the child with Down syndrome had this difficulty. Significantly more thought that the child with Down syndrome could do more "if he tried really hard" when compared with the child with a physical disability. These results are discussed in terms of children's developing understanding of disabilities and implications for using media to teach preschoolers about people with disabilities. 相似文献
10.
This article is an annotated bibliography of 36 formative, summative, and theoretical research studies on the four educational children's television series the Children's Television Workshop has produced since 1969:Sesame Street, The Electric Company, 3-2-1 Contact, andSquare One TV. 相似文献
11.
Alyaa Montasser Charlotte Frances Cole Janice Fuld 《Early education and development》2002,13(4):395-408
Formative Research is an integral part of the development of Sesame Workshop's productions worldwide. It is used to bring children into the television production process and give producers insights into what children like and learn from material as it is being produced. Using examples from a study of six test segments of the television series Alam Simsim, the Egyptian Sesame Street, this paper illustrates how one non-conventional research method-systematic analysis of children's artwork-can be used, in conjunction with other research tools, to gain supplemental feedback from children during formative research of educational television. 相似文献
12.
This quasi‐experimental field study assessed whether group viewing of television in a day‐care setting can be used to encourage prosocial behavior in young children. Drawing from social learning theory and cognitive‐developmental stage theory, four short‐ term programs were designed and tested. Children (aged 3‐5 years) from eight day‐care centers in Montreal (n = 150) were part of the study. Intact groups (two settings randomly assigned to condition) participated in 8 days of intervention consisting of group viewing of video‐taped segments of Sesame Street, followed by participation in activities. The programs were evaluated using a 2 X 2 X 2 factorial pretest—post‐test design with video‐type (prosocial, cognitive), activity‐type (cooperative, individualistic), and gender as the three factors. Measures included free‐play observations, a perspective‐taking ability test, and two qualitative measures describing the context. Analysis of covariance (pretest and age combined as covariates) revealed a significant main effect for video‐type on prosocial behavior, and a significant interaction between video‐type and activity‐type on antisocial behavior. Results suggest that prosocial modelling using television can encourage prosocial behavior in the day‐care setting. A group‐viewing context, with or without post‐viewing enactive prosocial training, may enhance prosocial modeling effects. 相似文献
13.
14.
Visual fixation in infants from 6 months to 2 years of age was examined for its fit to the theory of "attentional inertia." A children's movie ("Sesame Street" movie, "Follow that Bird") or an extended audiovisual stimulus (computer-generated patterns) was presented to 40 children for a minimum of 20 min while fixation was videotaped and heart rate (HR) was recorded. Consistent with attentional inertia theory, fixations toward the stimuli had a lognormal distribution, HR decreased over the course of a look, and HR returned to prestimulus levels immediately before look offset. Older children (18 months, 24 months) showed a distinction in the parameters describing the lognormal distribution for the "Sesame Street" movie and the audiovisual patterns, whereas younger children (6 months, 12 months) responded similarly to the two stimulus types. Fixation patterns of children in this age range suggest attention increases over the course of a look, and parameters consistent with attentional inertia theory differentially develop in this age range. 相似文献
15.
To examine the development of look duration as a function of age and stimulus type, 14- to 52-week-old infants were shown static and dynamic versions of faces, Sesame Street material, and achromatic patterns for 20 s of accumulated looking. Heart rate was recorded during looking and parsed into stimulus orienting, sustained attention, and attention termination phases. Infants' peak look durations indicated that prior to 26 weeks there was a linear decrease with age for all stimuli. Older infants' look durations continued to decline for patterns but increased for Sesame Street and faces. Measures of heart rate change during sustained attention and the proportion of time spent in each phase of attention confirmed infants' greater engagement with the more complex stimuli. 相似文献
16.
Using data from the National Longitudinal Survey of Youth ( N = 1,159), this study reexamines the link between maternal reports of television viewing at ages 1 and 3 and attention problems at age 7. This work represents a reanalysis and extension of recent research suggesting young children's television viewing causes subsequent attention problems. The nonlinear specification reveals the association between television watching and attention problems exists—if at all—only at very high levels of viewing. Adding 2 covariates to the regression model eliminated even this modest effect. The earlier findings are not robust. This study also considers whether its own findings are sensitive to unobserved confounding using fixed-effects estimation. In general, it finds no meaningful relation between television viewing and attention problems. 相似文献
17.
The results of previous research suggest that while preschool children have a beginning understanding of disabilities that involve the use of adaptive equipment, they have little awareness of disabilities such as Down syndrome which have less overt distinguishing characteristics. In this study, videotaped segments from the children's television show, Sesame Street, were used to explore children's ideas about Down syndrome and physical disability. Participants included 41 preschool children. While a majority of participating children were aware that each child in the videotapes had some difficulties performing age-appropriate tasks, children had significantly fewer ideas about why the child with Down syndrome had this difficulty. Significantly more thought that the child with Down syndrome could do more “if he tried really hard” when compared with the child with a physical disability. These results are discussed in terms of children's developing understanding of disabilities and implications for using media to teach preschoolers about people with disabilities. 相似文献
18.
Seven hundred thirty-one income-eligible families in 3 geographical regions who were enrolled in a national food supplement program were screened and randomized to a brief family intervention. At child ages 2 and 3, the intervention group caregivers were offered the Family Check-Up and linked parenting support services. Latent growth models on caregiver reports at child ages 2, 3, and 4 revealed decreased behavior problems when compared with the control group. Intervention effects occurred predominantly among families reporting high levels of problem behavior at child age 2. Families in the intervention condition improved on direct observation measures of caregivers' positive behavior support at child ages 2 and 3; improvements in positive behavior support mediated improvements in children's early problem behavior. 相似文献
19.
Line C. Gjerde Espen M. Eilertsen Thalia C. Eley Tom A. McAdams Ted Reichborn-Kjennerud Espen Røysamb Eivind Ystrom 《Child development》2020,91(2):456-470
Do associations between maternal anxiety symptoms and offspring mental health remain after comparing differentially exposed siblings? Participants were 17,724 offspring siblings and 11,553 mothers from the Norwegian Mother and Child Cohort study. Mothers reported anxiety and depressive symptoms at 30 weeks’ gestation, and 0.5, 1.5, 3, and 5 years postpartum. Child internalizing and externalizing problems were assessed at ages 1.5, 3, and 5, and modeled using multilevel analyses with repeated measures nested within siblings, nested within mothers. Maternal pre- and postnatal anxiety were no longer associated with child internalizing or externalizing problems after adjusting for maternal depression and familial confounding. Maternal anxiety when the children were in preschool age, however, remained significantly associated with child internalizing but not externalizing problems. 相似文献
20.
After 22 years,Sesame Street continues to be a television experiment designed to prepare preschool children, especially poor inner-city children, for school. The success ofSesame Street can be attributed to the unique partnership the Children's Television Workshop forged early on between producers and researchers on the project. Three institutional mechanisms—curriculum seminars, theWriters' Notebook, and extensive child testing—create formal opportunities for producers and researchers to explore new topics and to learn more about preschool children and how they respond to the program. This article describes each of these mechanisms and presents a case study that exemplifies how researchers, producers, and writers worked together to developSesame Street's new geography curriculum. 相似文献