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06/22/95
18:00
Q913 804 5202
Effects of educational TV viewing of lower income preschoolers
on academic skills, school readiness, and school adjustment
one to three years latcr.
Executive Summary
Background and Purpose of Study
This report summarizes the key initial results from a four-year longitudinal study of low-income
children's media use and its relationship to the subsequent development of their academic
skills, school readiness, and school adjustment.
Method
More than 250 families with a preschool child participated in the study. Children were
two or four years old at the beginning of the study, five or seven at the end. All families
lived in low-income census tracts, and 46% had received means-tested assistance in the
past three years. About 40% were African American, 40% European American, and 20 %
Hispanic.
Families were evaluated four times, each a year apart, in an office visit lasting about two
hours, during which the parent was interviewed, and the child was tested ou a variety of
achievement tests and assessment situations.
A two-hour visit was made to the bome of each family on four occasions, also a year apart,
to assess supports for social, emotional, cognitive and educational development.
During the year separating each of these home and office assessments, periodic telephone
interviews were conducted with the parents, yielding a detailed record accounting for bow
the child spent every minute of the preceding day.
In analyscs of the relationship between television viewing and subsequent academic
outcomes, statistical controls were applied for parent education, family income, preschool
attendance, the child's first language, the supportiveness of the home environment, and the
child's initial level of language skills at the outset of the study.
Key Findings
The children's viewing of educational children's programming accounted for just under
two hours per week at ages two to four, and declined to about one hour per week by age six
to seven. Almost 80 % of that viewing up to age five was accounted for by Sesame Sweet.
Noneducationalcartoon viewing occupied 7-8 hours per week of these children's lives up
to the time when they started kindergarten, then it declined.
1
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"ocrText": "06/22/95\n18:00\nQ913 804 5202\nEffects of educational TV viewing of lower income preschoolers\non academic skills, school readiness, and school adjustment\none to three years latcr.\nExecutive Summary\nBackground and Purpose of Study\nThis report summarizes the key initial results from a four-year longitudinal study of low-income\nchildren's media use and its relationship to the subsequent development of their academic\nskills, school readiness, and school adjustment.\nMethod\nMore than 250 families with a preschool child participated in the study. Children were\ntwo or four years old at the beginning of the study, five or seven at the end. All families\nlived in low-income census tracts, and 46% had received means-tested assistance in the\npast three years. About 40% were African American, 40% European American, and 20 %\nHispanic.\nFamilies were evaluated four times, each a year apart, in an office visit lasting about two\nhours, during which the parent was interviewed, and the child was tested ou a variety of\nachievement tests and assessment situations.\nA two-hour visit was made to the bome of each family on four occasions, also a year apart,\nto assess supports for social, emotional, cognitive and educational development.\nDuring the year separating each of these home and office assessments, periodic telephone\ninterviews were conducted with the parents, yielding a detailed record accounting for bow\nthe child spent every minute of the preceding day.\nIn analyscs of the relationship between television viewing and subsequent academic\noutcomes, statistical controls were applied for parent education, family income, preschool\nattendance, the child's first language, the supportiveness of the home environment, and the\nchild's initial level of language skills at the outset of the study.\nKey Findings\nThe children's viewing of educational children's programming accounted for just under\ntwo hours per week at ages two to four, and declined to about one hour per week by age six\nto seven. Almost 80 % of that viewing up to age five was accounted for by Sesame Sweet.\nNoneducationalcartoon viewing occupied 7-8 hours per week of these children's lives up\nto the time when they started kindergarten, then it declined.\n1"
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