Early Childhood Education by Television: Lessons from<i>Sesame Street</i>

Kearney, Melissa S.; Levine, Phillip B.

doi:10.1257/app.20170300

Cited by 33 publications

(27 citation statements)

References 23 publications

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“…Although children hear stories in a number of contexts, digital media may be a particularly common source: Television and videos remain the most‐used media among American children 0–8 years of age, with children 2–4 years old watching more than 1 hr per day on average (Rideout, 2017). Decades of research establish that children can learn from watching well‐designed educational television (Fisch, 2004), and correlational evidence suggests that the effects of educational television may be long‐lasting (Anderson et al, 2001; Kearney & Levine, 2019). Thus, educational television represents a potentially scalable, cost‐effective tool for reducing income‐related school‐readiness gaps (Kendeou et al, 2005; Wright et al, 2001).…”

Section: Preview Effects On Children's Comprehension Of Educational Nmentioning

confidence: 99%

Teaching With Televised Stories: A Story‐Focused Narrative Preview Supports Learning in Young Children

Jing

Kirkorian

2020

Child Development

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Researchers examined the effects of previewing on preschoolers’ comprehension of narrative and educational content in a television program. Children (3–5 years, N = 107) watched an educational math episode in one of three conditions: no‐preview control, education‐focused expository preview, or story‐focused narrative preview. A main effect of previewing was found, controlling for age, character familiarity, prior knowledge, and visual attention. Specifically, the narrative preview enhanced both narrative comprehension (including central, incidental, and inferential content) and educational comprehension (including direct learning and transfer), compared to a no‐preview control. Conversely, the expository preview had no effect on comprehension. Findings are interpreted with respect to story schema and relevant cognitive theories of learning from media. Implications for educational media production are discussed.

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Section: Preview Effects On Children's Comprehension Of Educational Nmentioning

confidence: 99%

Teaching With Televised Stories: A Story‐Focused Narrative Preview Supports Learning in Young Children

Jing

Kirkorian

2020

Child Development

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“…As discussed above, even in the absence of an e¤ect on condom use, this improvement may be generated by more careful behavior on behalf of the respondent, e.g., decreasing the number of sexual partners or choosing 'safer'partners. 26…”

Section: Risky Sexual Behaviormentioning

confidence: 99%

The Entertaining Way to Behavioral Change: Fighting HIV with MTV

Banerjee¹,

Ferrara²,

Orozco-Olvera³

2019

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The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

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“…Mixed results about the effects of sport (positive or no effect) are found in Lechner (2009); Pfeifer & Cornelißen (2010); Rees & Sabia (2010); Cuffe et al (2017); Felfe et al (2016); Ransom & Ransom (2018). Mixed results are reported for computer and TV use (negative effects, no effect or positive effects for migrant children), see Zavodny (2006); Gentzkow & Shapiro (2008); Munasib & Bhattacharya (2010); Huang & Lee (2010); Kearney & Levine (2019); Hernaes et al (2019) [TV]; Subrahmanyam et al (2000); Fairlie & Kalil (2017).…”

Section: Introductionmentioning

confidence: 99%

Allocation of time and child socio-emotional skills

2021

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In this study, we investigate the effect of time allocation on children’s non-cognitive development, using data from the Millennium Cohort Study (UK) and focusing on children aged 7 and 11 years. We classify the time spent outside of school into seven groups of activities and evaluate their impact on five socio-emotional skills drawn from the Strength and Difficulties Questionnaire, leveraging the data’s panel structure. We subsequently test the robustness of our estimates against endogeneity issues. Time spent on sports, studying, reading, tidying up and active time with parents have beneficial effects, while video-screen time and extra hours at school have harmful effects.

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Early Childhood Education by Television: Lessons fromSesame Street

Cited by 33 publications

References 23 publications

Teaching With Televised Stories: A Story‐Focused Narrative Preview Supports Learning in Young Children

Teaching With Televised Stories: A Story‐Focused Narrative Preview Supports Learning in Young Children

The Entertaining Way to Behavioral Change: Fighting HIV with MTV

Allocation of time and child socio-emotional skills

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