Ask the Scholar

{
    "localId": "158698564",
    "label": "Early Childhood Development #1: Early Childhood Development [3]",
    "core": "doc",
    "dtoType": "document",
    "citationUrl": "https://catalog.archives.gov/id/158698564"
}

{
    "id": "158698564",
    "sourceUrl": "https://catalog.archives.gov/id/158698564",
    "contentType": "document",
    "title": "Early Childhood Development #1: Early Childhood Development [3]",
    "citationUrl": "https://catalog.archives.gov/id/158698564",
    "collections": [
        "Records of the First Lady's Office (Clinton Administration)",
        "Melanne Verveer's Subject Files"
    ],
    "iiifBase": "https://s3.us-east-1.amazonaws.com/NARAprodstorage/lz/presidential-libraries/clinton/2068127/42-t-2068127-20060198F-Seg4-017-001-2014-001.jpg",
    "thumbnailUrl": "https://s3.us-east-1.amazonaws.com/NARAprodstorage/lz/presidential-libraries/clinton/2068127/42-t-2068127-20060198F-Seg4-017-001-2014-001.jpg",
    "largeImageUrl": "https://s3.us-east-1.amazonaws.com/NARAprodstorage/lz/presidential-libraries/clinton/2068127/42-t-2068127-20060198F-Seg4-017-001-2014-001.jpg",
    "imageCount": 159,
    "hasImages": true,
    "source": "import",
    "hasTranscription": false
}

{
    "url": "https://catalog.archives.gov/id/158698564",
    "naId": 158698564,
    "levelOfDescription": "fileUnit",
    "otherTitles": [
        "42-t-2068127-20060198F-Seg4-017-001-2014"
    ],
    "recordType": "description",
    "ocrSource": "nara-archive"
}

{
    "seq": 127,
    "pageIndex": 0,
    "type": "photo",
    "url": "https://s3.us-east-1.amazonaws.com/NARAprodstorage/lz/presidential-libraries/clinton/2068127/42-t-2068127-20060198F-Seg4-017-001-2014-127.jpg",
    "mediaId": "0e61b70d70d4007c",
    "ocrText": "1\nExecutive Summary\nTwo groups of preschoolers were observed in separate studies during the early 1980s -\none in Massachusetts and one in Kansas. In 1994, when they were 15 to 18 years old, these\nyoung people were interviewed, and their high school transcripts were obtained One major\npurpose was to determine whether early viewing of educational television programs predicted\nlater academic achievement,\nThe results support the hypothesis that curriculum-based child informative programs\ncontribute to children's educational development. We call this the Early Learning model of TV\neffects. With statistical controls for parents' education, viewing of child informative programs\nduring preschool was positively related to high school academic achievement, academic self\nconcept, and the value the participants placed on academic attainment.\nThe results contradict the popular notion that preschool exposure to rapidly paced\nprogramming (especially Sesame Street) leads to reduced attention span and consequently to\npoor academic achievement, and disinterest in such activities as book reading. Sesame Street\nviewing was positively associated with academic achievement and book reading.\nThe findings also contradict the hypothesis that attractively produced children's\neducational television leads to an inattention to language and hence to poor language skills.\nSesame Street viewing was positively related to preschool vocabulary and to a high school\ngrades in English.\nViewing educational television in preschool appears to contribute to children's academic\nperformance marry years later. It is obvious that the content learned at age 5 cannot influence\nhigh school performance directly. Instead, a rich diet of educational television may help children\nto enter school with the academic skills required for the tasks they encounter, increasing the\nlikelihood of early success. They may also have higher expectations for themselves and make a\ncorrespondingly greater investment of time and effort toward mastery of the knowledge and\nskills taught in school. Teachers may view such children as good students and offer them"
}