This paper presents a redefinition of the term "television," examines problems of determining the effects of television on children, reviews research on possible effects of TV on children, and concludes by focusing on prosocial, educational programming. The argument is made that because we are immersed in the phenomenon of television, we can not obtain an accurate assessment of the macro-effects of the medium. Such assessments are best made by a social historian perhaps a century or two from now. The characterization of TV as an exploitative and manipulative medium which builds passive information processing habits among viewers is viewed as one-sided and incomplete. Television's potential for prosocial programming is emerging in popular educational programs for children which, in conjunction with adult direction, stimulate active learning orientations. While the influence of programs on children is still a controverial issue, agreement on the influence of advertisements exists. Children do learn from commercials and also learn to evaluate them. Agency attempts to limit exploitative practices are indicated. More parent involvement in their children's use of TV is recommended. (Author/RH)