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1.
For 25 years, Israeli television operated as a virtual monopoly, with one single channel shared by Educational TV and the Public Broadcasting Authority. Young viewers were exposed to non‐commercial quality programs primarily geared for children. The introduction of cable television challenges the ways parents control their children's viewing and fills the role of mediators between television and the child. This study is based on two surveys among parents of Israeli children aged 2‐8. The first was conducted with 537 parents in 1989, prior to the introduction of cable TV, and the second with 552 parents who had cable in 1993, when cable TV penetrated half of all Israeli homes. The results indicate that the introduction of cable TV changed strategies of parental control and mediation and parents’ assessment of television's influence on children. Active parental mediation was closely related to the attribution of learning values to children's viewing and to gratifications attributed to educational television broadcasts. Loosening of control and allowance for independent children's viewing was closely related to the attribution of entertainment value to children's viewing and to viewing of cable television. 相似文献
2.
A total of 111 children, 55 aged 8 to 9 years and 56 aged 14 to 15 years of age, watched one of two single‐topic prime‐time science programmes. Recall and comprehension scores following the viewing of the programmes were assessed. In addition, a number of demographic factors including age, sex, linguistic fluency, prior television viewing and reading habits were investigated as possible predictors of learning from television. It was found that age was a significant factor in both recall and comprehension, but even more important was general knowledge. Sex and linguistic fluency was neither systematically nor frequently associated with good performance. Prior viewing habits concerning science programmes on television and reading behaviour were found to have particular effects but were not major predictors of performance. Knowledge growth (defined as differences in performance between pre‐ and post‐test performance on key, repeated, items specifically addressed by the viewed programme) was consistently observed. This major finding indicated clearly that children can learn prime‐time television science information. 相似文献
3.
Using a quasi‐experimental pretest‐posttest control group design, the study investigated the educational effects of a six‐programme schools television series designed to encourage children aged 10‐12 to become more discriminating consumers of violent television crime series. Results indicated that the schools television project led to an increase in factual knowledge of differences between violence as depicted in crime series and real‐life violence, and a decrease in the perceived realism of violent television programmes. Children reacted very positively to the schools broadcasts and found them instructive and useful. Teachers reacted positively to the broadcasts and the related materials (student workbook and teacher's manual) that accompanied the programmes. 相似文献
4.
An experimental study was carried out among three groups of children aged 10 to 16 years, two of whom were shown episodes from two UK‐produced police drama series and the other (control group) viewed nothing. Children were tested one week before the viewing sessions and immediately afterwards with a series of questions about their perceptions of the police and police work, their real life contact with the police or crime, and details of their television viewing habits and demography. Both viewing groups were tested for their comprehension of the police drama episode they had been shown. Results showed that older children were better able than younger children to follow dramatic plots, but that the evidence for an effect of single television drama episodes on children's beliefs about the police was less clear‐cut. Both children in the two viewing groups and those in the control group exhibited some shifts in their perceptions of the police. Children who watched the television episodes, however, were more likely to show opinion shifts in relation to specific attributes of the police or police work which were strongly featured in the programmes. 相似文献
5.
Responses of 21 pre‐operational children, aged between 6#lb6 and 7#lb4 years, to an uninterrupted television programme, viewed in small groups, were surveyed by individual post‐viewing questioning. The indications are that the children viewed the programme passively except when something extraordinary or stimulating occurred; they recalled only isolated aspects that interested them or that they liked. They were unable to deduce the producer's intentions and gained only a vague idea of what the programme was about. Children are limited in what they can take from a broadcast by their own experiences and by how those relate to what is viewed, so teachers have a responsibility to assist young children to internalise and interpret what is viewed from educational television. Continuous ‘programmes’ seem unsuitable as learning media; children should view, via a videorecorder, short sequences or ‘modules’ of television material, linked to activities with which they are involved or familiar, to enable a three‐way interaction between children, teacher and television to be established 相似文献
6.
Gwen Dunn 《Learning, Media and Technology》1980,6(2):47-52
This paper, from the 1979 Conference, ‘Television In Society’ begins by defining the educational process as one of persisting, despite initial failures, to acquire understanding or mastery, and underlining the uniqueness of each individual learner. The author reports on the results of a one‐year study of the viewing habits of pre‐school children. Little ‘rising fives’ are such heavy viewers that they must feel a sense of loss when school attendance deprives them of ‘their’ television, perhaps the most valuable ‘child‐minder’ of all. Television delights these veteran under‐five viewers and provides an aid that parents and teachers can welcome; it also seems to stimulate little or no ‘participation’ and to inhibit language skills. Older children are also voracious viewers, but the author's experience suggests that television does not of itself inhibit reading and that to blame violent behaviour on viewing of violence is humbug. In conclusion it is suggested that educators are as yet failing to recognize the paramount importance of television in children's lives: there is an urgent need for education to acknowledge this in its curricula and for children (and adults) to find out more about how television is created. The Educational Television Association could play an important role here. 相似文献
7.
Lois J. Baron 《Learning, Media and Technology》1985,11(1):49-55
A major concern in the area of television's effect on children has been how children interpret both the content and form of the medium. As a form of representation, television has its own code. Messages are transmitted by manipulating this code. The last decade has seen a growth of interest in ways of combating the influence television has on children by increasing their awareness and understanding of the conventions of the medium. The research described here is a media literacy project that takes children ‘behind the scenes’ of television's ‘magic’ by providing them with the opportunity of producing a programme for community access cable television. This was accomplished by having two groups of grade five children experience a 10‐week media literacy curriculum. Following the curriculum phase, one group ‘produced’ a programme for telecast at the local cable studio. Pre‐, post‐, and long‐term media literacy tests were administered to the two groups and a control group. Results reveal that not only did the groups who had experienced the media literacy curriculum perform significantly better on the test, but also that their scores improved significantly between post‐and long‐term testing. In conclusion, the media literacy curriculum led to significant increases in understanding of media‐related concepts. 相似文献
8.
Quah May Ling Pamela Sharpe Audrey Lim Swee Eng Mary Anne Heng 《Asia Pacific Journal of Education》1995,15(2):12-32
This study investigated the effects of home environment and parental involvement in the achievement of pupils in the lower primary classes in nine schools found in four zones in Singapore. In total, 3,759 pupils and their parents participated in the study. The study was designed to answer four main questions relating to the effects of the home environment (SES, time engaged in television viewing, reading, school work and ethnicity of parents) and parental involvement in the children's school work and in other school matters. The findings indicated that significant differences in achievement were found for all combinations of SES categories and between most ethnic groups. A higher percentage of high-achieving pupils spent more time on television viewing, reading and school work. Parents of high-achieving children were more anxious about maximising every opportunity for their children including those not directly related to school work. 相似文献
9.
Fran C. Blumberg Kristen P. Bierwirth Allison J. Schwartz 《Early Childhood Education Journal》2008,36(2):101-104
A commonly accepted belief is that the violence depicted in television programs, particularly cartoons, has a negative impact
on young children’s behavior. However, young children may be less inclined to emulate violent actions seen on television than
currently thought. Research indicates that young children have limited comprehension of television content but relatively
sophisticated moral reasoning. Children’s understanding of the immorality of violence on television and the distinction between
reality and make-believe may mediate these effects, as may the comic aspect of cartoons they view. We review current research
concerning the effects of cartoon violence on children’s moral understanding and behavior to with the goal of helping early
childhood educators and parents make informed decisions about children’s television viewing. 相似文献
10.
F. Papageorgiou 《Learning, Media and Technology》1980,6(1):12-14
This note summarises the main points that have arisen from the first phase of the Active Audience project, which the Centre for Television Research has undertaken with sponsorship from the BBC. This research has been designed to look at the nature of the television audience not in the usual way of counting heads and noting down who watches what, but in terms of why people watch television and how they respond to what they are being offered. Essentially this project is exploratory and represents an effort to analyse and understand the experience of the audience with television from two points of view. Firstly, by studying the motivation of the audience to watch television, as shown from the expectations different people attach to their viewing; and secondly, by concentrating more specifically on the perception and interpretation of the broadcast material which may determine programme preferences and strengthen or weaken the motivation of the audience to watch television.
These two ways of looking at television, that is from a ‘general motivation’ and a ‘perception and meaning’ angle, have been explored during the initial phase of the research, using the ‘family case‐study’ method. This involved the in‐depth study of a small number of individuals in their family context, by means of intensive repeated interviewing about their TV viewing and their life‐style more generally. The conducted case‐studies provided many insights of the role and significance of television within different styles of life and pointed to a number of practical implications for broadcasters, concerning both programme‐making and programme‐planning. 相似文献
11.
It is a commonly accepted belief that the violence depicted in television programs, particularly cartoons, has a negative impact on young children's behavior. However, young children may be less inclined to emulate violent actions seen on television than currently thought. Research indicates that preschoolers have limited comprehension of television content but relatively sophisticated moral reasoning. This research review critically examines the effects of cartoon violence on children's moral understanding and behavior for the purposes of enabling early childhood educators and parents to make informed decisions about what constitutes potentially harmful television viewing. 相似文献
12.
The ways in which television presents images of male and female roles to the young have recently been subjected to much scrutiny and criticism. Educational television has the scope to contribute to changes in the balance of sex role portrayal but little is known of the likely effects of modifications. This paper reports an experimental study of young secondary school pupils’ reactions to careers education materials in which men and women are shown in occupations traditionally associated with the opposite sex. Children viewing counter‐stereotyped programmes are found to be no less stereotyped in their career beliefs than peers viewing a ‘traditional’ programme or controls who view no programme. The results are discussed in terms of the resilience of sex role and career beliefs in early adolescence and it is concluded that intervention attempts will need to be more extensive and more protracted. 相似文献
13.
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
14.
Factors related to parent ratings of young children’s (mean age = 3.72, range = 3–6) fidgeting and reports of attention-deficit hyperactivity disorder (ADHD) were examined in a nationally representative sample of US families via the National Household Education Surveys. In structural equation models, the number of television hours viewed daily was associated with more fidgeting (a sign of hyperactivity), which, in turn, was related to ADHD, when controlling for race/ethnicity, SES, family structure, autism, emotional disturbance and gender. The home literacy environment (shared reading, children’s books and library visits) was negatively associated with both fidgeting and hours of television. Home literacy was indirectly negatively related with ADHD via fidgeting. Boys and children with autism fidgeted more frequently, where as children from two-parent families were less likely to have ADHD. Overworked parents allowed more television viewing than other parents. The implications for future studies involving television viewing, home literacy, attention and hyperactivity are discussed. 相似文献
15.
From time to time, studies of links between youngsters’ television viewing habits and their social behaviour suggest pointers which may help identify those prone to ill‐effects from exposure to television programming. This article refers to some of this research, before linking these pointers to the viewing habits of exceptional children (especially those with significant difficulties in their social and emotional behaviour). The article then makes cursory reference to initiatives designed to help safeguard young viewers from deleterious effects of television‐viewing. 相似文献
16.
Lindsay B. Demers Katherine G. Hanson Heather L. Kirkorian Tiffany A. Pempek Daniel R. Anderson 《Child development》2013,84(2):591-603
A total of 122 parent–infant dyads were observed as they watched a familiar or novel infant‐directed video in a laboratory setting. Infants were between 12–15 and 18–21 months old. Infants were more likely to look toward the TV immediately following their parents' look toward the TV. This apparent social influence on infant looking at television was not solely due to the common influence of the television program on looking behavior. Moreover, infant looks that were preceded by parent looks tended to be longer in length than those that were not preceded by parent looks, suggesting that infants assign greater value to media content attended to by their parents. Thus, parental patterns of attention to television may influence early viewing behavior. 相似文献
17.
《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
18.
Learning from television and books: A dutch replication study based on salomon's model 总被引：3，自引：0，他引：3
According to Salomon's (1981) model, children usually invest less effort in television viewing than in book reading, with the result that information from television is less deeply processed than information from books. The amount of invested mental effort, in its turn, is assumed to depend on the way a medium is perceived. Most children perceive television as an easy medium and books as a difficult one. In this article, Salomon's model and the research in which the model was tested are discussed, and a replication study is presented. The study determines the internal structure of the Dutch versions of Salomon's instruments and tests some predictions following from the model. Unlike their American peers, Dutch children do not unconditionally perceive television as an easy medium. 相似文献
19.
S. I. Kodaira 《Learning, Media and Technology》1990,16(3):127-150
Japan is one of the countries which have been producing and broadcasting a large number of programmes for children, both educational and entertainment, and both types of programme have been widely watched by children in other countries in recent years. This article introduces the characteristics of Japanese children's television viewing and some examples of studies on the development of new television programmes for young children and then discusses the possibility of the development of international television programmes for children. 相似文献
20.
Children's ability to classify television programmes by genre has been depicted as significant in the development of children as viewers and employed as a variable in researching such development. This article reports a research study, employing the repertory grid procedure with 9‐10 year olds, designed to investigate the constructs children employ in describing and differentiating television programmes. Recent approaches to children's viewing have begun to prioritise their construction of meaning in relation to broadcast television. This study indicates that 9‐10 year olds' classifications of their viewing do not conform to those assumed in many earlier studies. 相似文献