ERIC Number: ED184113
Record Type: RIE
Publication Date: 1979-Oct
The Development of Preschoolers' Apprehension of a Televised Narrative.
Wilder, Paula Gillen
Nine preschool children viewed a videotaped story at regular intervals in a longitudinal study of their understanding of a televised narrative. Observations focused on children's attention to the story, their reactions during viewing, and their postviewing story reconstructions. It was found that the children sensed certain interpersonal conflicts from an early age, and that they became increasingly sensitive to conflicts embedded in the story. That a child's prior knowledge and experience with a character appeared to influence narrative comprehension was consistent with the impression that television encourages the development and perpetuation of stereotypes. Although children's knowledge from other sources was apparent, their repeated exposures to a single narrative on television did not assure a competent grasp of that narrative. The difficulties that many of the children had in reconstructing the narrative raised the issue of how television affects children's symbolic play. Specific television features that affected the children's narrative recall were the appearance of characters in closeup shots, increased volume, decreased pace of the dialogue, and repetition of statements throughout the narrative. (RL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: John and Mary R. Markle Foundation, New York, NY.; National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Harvard Univ., Cambridge, MA. Harvard Project Zero.