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1.
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2.
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   

3.
This study investigated how sociological variables, program access, family attributes, and child characteristics influence children's viewing of the most well-established educational television program in the United States--"Sesame Street." 2 cohorts were followed from ages 3 to 5 and 5 to 7, respectively. Each family kept a diary of television viewed during 5 1-week periods over 2 years. Interviews and testing sessions were conducted before and after the 2-year period. "Sesame Street" viewing increased from age 3 to a peak between the ages of 3 1/2 and 4; thereafter, viewing declined. This developmental change appeared to be a function of age-correlated life events and perceived age appropriateness of the program rather than of ontogenetic cognitive change. Individual differences were primarily a function of family ecology--opportunities to view and characteristics of other viewers--rather than of family demographics or individual child attributes. Maternal employment and the amount of time children attended child care or preschool were negatively related to viewing. The presence of older siblings reduced viewing; the presence of younger siblings increased it. Viewing was unrelated to parent education or occupational status, child gender, child's vocabulary level, involvement in television, or interest in print and other media. Parental encouragement to watch the program was positively related to viewing for 3-5-year-olds.  相似文献   

4.
Accurate information on behavior of young children at home is crucial to the study of child development. The present study compared parent diaries of 5-year-old children's time spent with television to concurrent automated time-lapse video observations. In addition, a number of control groups were employed to assess the effects of observational equipment in the homes. The sample consisted of 334 mostly white middle-class families, of whom 106 had observational equipment installed. Results indicated no systematic subject selection of families who were willing to have observational equipment as compared to the controls. In addition, there were no differences in reported viewing behavior between the observed families and controls. Of 3 types of parent estimates of 5-year-old TV viewing, concurrent diaries correlated best with video observation (r = .84) and produced a very small absolute mean time error. Direct parent estimates of typical time spent viewing produced smaller correlations and large overestimates as compared with diaries.  相似文献   

5.
Students in a university special education course were shown three identical videotapes of children in a school setting. The subjects were randomly divided into three groups, each receiving different written background information (“positive,” “neutral,” or “negative”) prior to viewing the videotapes. It was found that the variations in written information had significant effects upon the subjects' perceptions of the children's behavior, and upon the degree to which the children were regarded as able to function successfully in a regular classroom. These findings suggest that attitudes toward exceptional children are influenced by the way in which prior information, such as that contained in a child's educational records, is presented. Teacher and peer acceptance of exceptional children can be increased if information is presented in a realistic and positive manner.  相似文献   

6.
Communication researchers have examined television from the perspective of the individual's uses and gratifications, family viewing, and within specific contexts such as soap opera or Olympic coviewing. However, little is known about married couples and the role of television in their relationships. This study sought to use extensive personal interviews to examine why couples watch television together, how they perceive the role of television in their relationships, and any positive or negative effects of television use in their relationship. Results were compared to earlier research regarding family TV use, and quantitative research on couples’ uses of television. A new dimension, interpersonal control, was identified as an outcome of coviewing for married couples.  相似文献   

7.
This study relates to the television viewing behaviour of selected families in Kwara State of Nigeria. A total of 600 households heads, dispersed over the 12 local government areas of Kwara State were used for the study. The instrument was a questionnaire with items designed to measure the social and spatial television viewing behaviour of each household as well as the values attached to television viewing. Results showed that the opinions of respondents tended to move towards a consensus in statements which related to the values and social effects of television. The implications are discussed of knowledge of television viewing behaviour of households on educational planning, moral reformation, policy making and the dissemination, adoption and diffusion of innovations in society.  相似文献   

8.
Minimal consideration has been given to the function of educational television in the education of young children. Teachers have to overcome habits adopted with children's home viewing, and rationalize how television can be part of the curriculum before efficacy materializes. This does not appear to be happening with many infants' school teachers. Educational television broadcasts do not seem to be used as an ongoing teaching element to stimulate experiences beyond children's normal school activities. The entire blame cannot be attributed to the teachers for they have been given little guidance on the use of educational television during initial training or in subsequent in-service provisions, and in curriculum theory. It is necessary therefore to collect and analyse carefully information about the effects of educational television on infants' school children and the conditions which appear to influence whether or not it is educationally effective, but this cannot be done until a satisfactory monitoring procedure is established.  相似文献   

9.
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   

10.
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   

11.
This experiment tests the hypothesis that background, adult television is a disruptive influence on very young children's behavior. Fifty 12-, 24-, and 36-month-olds played with a variety of toys for 1 hr. For half of the hour, a game show played in the background on a monaural TV set. During the other half hour, the TV was off. The children looked at the TV for only a few seconds at a time and less than once per minute. Nevertheless, background TV significantly reduced toy play episode length as well as focused attention during play. Thus, background television disrupts very young children's play behavior even when they pay little overt attention to it. These findings have implications for subsequent cognitive development.  相似文献   

12.
This paper explores indigenization and globalization, the double issue of curriculum and identity as a dialectical contradiction that characterizes the ambivalence of “Taiwanese identity.” “Taiwanese identity” is treated as a social, political, and cultural construct rather than a fixed term in an essentialist sense. Curriculum, as culture's medium of social identity construction, represents a struggle over who constructs whose identity and what is constructed. Therefore, when curriculum reform is called for, it is also a time when a society transitioning and redrawing its socio-political and cultural boundaries to resolve internal social conflicts and identity anxiety. Curriculum reform, in this paper, is analyzed not only as a question of shifting explicit ideas of educational practice but also a question of shifting configurations in power relations that signify a politics of identity.The historical context that brought about the question of identity in Taiwan is introduced first. The second section discusses how emerging curricula were politically, socially, and culturally implicated in the process of constructing a Taiwan-centric identity. The third section analyzes the political, social, cultural, and educational implications of new curricula on the formation of a Taiwan-centric identity. Finally, the paper discusses the effect of globalization on the practice of new curricula and points out an ambivalence of local–global identity construction and the conflicting roles of education, especially curriculum, in this ambivalence.  相似文献   

13.
There is evidence that, contrary to popular assumption, television viewing and learning involve a high degree of social interaction. If so, then performance-motivated programing in educational television militates against learning. Collaborative learning television would promote learning by taking advantage of the social nature of watching television and the social nature of learning. Viewers would be organized into semiautonomous learning groups so that learning would occur through the focused conversation of a community of peers.  相似文献   

14.
Research Findings: The purpose of this study was to examine the relationship between preschool children's social outcomes in the classroom (including hyperactivity, aggression, and social skills) and their media viewing habits (including the amount of television they watch and whether they watch videos/movies that are rated as inappropriate for young children). The participants were 92 low-income pre-kindergarten-age children for whom we obtained parent reports of media viewing habits and teacher reports of classroom behavior. The results suggested that viewing of inappropriate content was associated with higher hyperactivity and aggression scores and a lower social skills rating, whereas the amount of viewing was not related to these classroom outcomes. Policy: There has been a great deal of focus on how both the amount and content of television viewed affects social development in middle and later childhood. These studies have helped influence the development of guidelines for parents of young children to limit media viewing. The findings from the present study suggest that school personnel and others should monitor the content of what preschoolers are watching and should educate parents about the potential impact of media viewing on children's classroom behavior.  相似文献   

15.
<正>For many years,the public discussion about the relationship between television viewing and child obesity is not new.The majority of people seems to concur that television viewing will exert a dramatically negative implication on child obesity.  相似文献   

16.
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   

17.
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   

18.
Abstract

This article discusses recent Brazilian research on the relationship between environmental education and cultural studies. Television narratives about the environment and/or sustainability in our everyday lives are used to pose some initial questions about this relation. First, culture is discussed briefly showing how it potentially relates to teaching and informs our role as environmental educators. We argue that culturalist perspectives on research in environmental education politicise teaching practices, even though they are in a context that strays from prerogatives that envisage a future world marked by sustainable development and a green economy. We investigate the impacts of television narratives and images on our everyday lives wherein we are consistently taught particular written and visual messages about how to plan for our future. Examples are draw from the teaching effects of a Brazilian television programme called Repórter Eco, broadcast on a public television network, including the sustainable management of the baru (a typical tree from the Brazilia Cerrado). We argue the educational aspects of television programmes should receive critique, as the relationships established between people and various media artifacts produce particular meanings and ways of seeing the world. This presents a challenge for teachers as examining these subjective ways carefully requires critical examination, not only in terms of education for sustainability or environmental preservation, but also teaching using media.  相似文献   

19.
This study examines the popularity of television talk shows by linking the manner in which they are practiced to a theory of epideictic discourse. Four principles of epideictic discourse are laid out and then applied to television talk shows. The argument is presented that today's television talk shows are resonating with viewers because the epideictic form of the genre rhetorically invites the audience to perceive of the viewing experience as meaningful at more than one level. This essay concludes that television talk shows fill a timeless need for human beings to feel involved in civic discourse.  相似文献   

20.
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   

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