Children, Television and Learning in Nursery and Infants' Schools.

Autor/in	Choat, Ernest
Titel	Children, Television and Learning in Nursery and Infants' Schools.
Quelle	(1986), (20 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	British Infant Schools; Child Development; Childrens Television; Cognitive Development; Content Analysis; Curriculum Enrichment; Educational Television; Foreign Countries; Learning Processes; Needs Assessment; Preschool Education; Primary Education; Psychological Studies; Television Research; Television Viewing; Videotape Recorders; Young Children; United Kingdom; United States + Suchen Sie Ihr Suchwort? Kindesentwicklung; 'Children''s broadcast; Children''s television'; Kindersendung; Kognitive Entwicklung; Inhaltsanalyse; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Bildungsfernsehen; Schulfernsehen; Ausland; Learning process; Lernprozess; Bedarfsermittlung; Pre-school education; Vorschulerziehung; Primarbereich; Fernsehkonsum; Frühe Kindheit; Großbritannien; USA
Abstract	Very little research has been carried out on the extent to which educational television is recognized as part of the curriculum in nursery and infant schools and how it facilitates learning in young children. The aim of the curriculum at this level should be to offer experiences to children that, through conceptualization, will develop in them the understanding to cope sensibly with life, and explain their world to them. Surveys have found that the majority of teachers regard educational television as a "view and follow-up" phenomenon with little or no relationship to other activities in the classroom, although they do regard the stories, songs, and poems presented on children's television as a stimulus to encourage children to read and an aid in developing their language skills. Research on learning from television identifies two forms of knowledge that could come about through watching television--relational understanding and instrumental understanding. Findings also suggest that relational understanding (cognitive learning), which requires interpretation and analysis of program content, was generally beyond the capabilities of children in this age group without some interaction with an adult, e.g., the teacher. Teachers must therefore be mediators between children and educational television broadcasts to make the experience meaningful. A more ideal situation would be the use of video recordings that can be suited to children's needs and used to supplement classroom activities. Teachers should evaluate whether they are providing adequately for children's needs with their use of educational television. (29 references) (CGD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC