Prosocial Television and Young Children: The Effects of Verbal Labeling and Role Playing on Learning and Behavior

Friedrich, Lynette K.; Stein, Aletha Huston

doi:10.1111/j.1467-8624.1975.tb03272.x

Cited by 24 publications

(37 citation statements)

References 5 publications

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“…Early studies (Friedrich and Stein, 1973;Paulson, 1974) suggested that the viewing of televised prosocial models would increase subsequent prosocial behaviour in small children. Recent studies are less optimistic about generalization.…”

Section: Learning Prosocial Behaviour By Observationmentioning

confidence: 98%

Fostering Prosocial Behaviour in the Early Childhood Classroom: Review of the Research

Marantz

1988

Journal of Moral Education

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This paper will attempt to organize and critically review recent research relevant to classroom approaches for fostering prosocial behaviour in early childhood. Seven applicable approaches for the classroom (positive reinforcement, discipline, modelling, verbal instruction and exhortation, cooperative experiences, roleplaying, and emotional self-reflection) are conceptualized as falling within four categories of learning: learning through behavioural consequences, learning by observation, learning through verbal prescription and learning through personal experience. The review uncovers an overall inadequate research base for definitive conclusions, but finds some support for the effectiveness of certain approaches to prosocial education with this very young population. Suggestions for future research are offered.General interest in the area of prosocial behaviour has grown dramatically over the last ten years. A considerable volume of articles and books recently published seek to explore the determinants of prosocial behaviour. In May, 1976, prosocial behaviour was designated an independent descriptor by the Educational Resource Information Center due to the substantial investigative literature. This paper will attempt to organize and review the recent research relevant to approaches for fostering prosocial behaviour in the early childhood classroom. It will critically evaluate the present state-of-the-art as reflected in the existing research. Finally it will offer suggestions concerning directions for future research. It is hoped that this review will provide early childhood teachers with some basis for making informed decisions about how to approach prosocial education with their very young students. Domain of the paperThis review of the recent research is based on a search of the literature from 1976 to 1986. A comprehensive search of the literature utilized the following sources: Current Index to Journals in Education, Resources in Education, Dissertations Abstracts International, six books on prosocial behaviour published over the last Acknowledgement

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Section: Learning Prosocial Behaviour By Observationmentioning

confidence: 98%

Fostering Prosocial Behaviour in the Early Childhood Classroom: Review of the Research

Marantz

1988

Journal of Moral Education

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“…Unfortunately, such an approach oversimplifies exposure to media by explicitly discounting two critical moderators: content and context. Ample data exist to suggest that more important than how much children watch is what they watch (e.g., what types of programs) and how they watch (e.g., alone or with parents or other caregivers; Forge & Phemister, 1987;Friedrich & Stein, 1973, 1975Friedrich-Cofer, Huston-Stein, Kipnis, Susman, & Clewett, 1979). For example, certain shows have demonstrable benefits with respect to cognitive and behavioral outcomes, whereas others have been shown to promote aggression (C. A.…”

Section: Conceptual Modelmentioning

confidence: 94%

Young Children and Media

Christakis

Zimmerman

2009

American Behavioral Scientist

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Although television viewing has been a normative activity for 50 years, the rise of infant viewing is a relatively recent phenomenon. The American Academy of Pediatrics discourages TV viewing in the first two years of life. The scientific evidence base supporting this recommendation has been meager but is growing. This article reviews the limitations of our current knowledge and argues in favor of additional focused research on media's effects on very young children.

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“…For preschool children who have watched one of these programmes over a long period of time, frequently exhibit more affectionate, polite and cooperative behaviour towards their peers (Coates, Pusser & Goodman 1976;Friedrich & Stein 1973. Nevertheless, it should be noted that merely leaving children in front of the TV to watch such programmes does not amount to effective teaching strategy, as this offers them few lasting benefits, particularly when not accompanied by adults to encourage them to practice and apply the social values they learn (Friedrich & Stein 1975;Friedrich-Cofer, Huston-Stein, Kipnis, Susman & Clewett, 1979).…”

Section: Introductionmentioning

confidence: 99%

“…Children who often watch programmes emphasizing positive values, such as sharing, working together and helping one another, tend to become more polite, cooperative and helpful towards siblings and classmates, particularly when called upon to apply in practise what they have been taught (Friedrich & Stein 1975;Friedfrich-Cofer, Huston-Stein, Kipnis, Susman & Clewett 1979) In 1968, the US government and a number of private institutions, in view of the potentially beneficial role of television, contributed the necessary financial resources to create the Children's Television…”

Section: Introductionmentioning

confidence: 99%

Television and child language development

Koutsouvanou

1993

IJEC

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Cette etude tente d'etablir les rapports entre las processus de developpement Iinguistique des enfants d'4ge prescolaire et leurs habitudes devant la television. L'etude a montre I'importance de I'influence des parents sur les preferences des enfants pour les programmes televises. L'etude aussi indique une relation entre Ie developpement linguistique de I'enfant et Ie temps qu'i1 passe en regardant des programmes pour enfants de meilleur qualite. Bien que I'echantillonnage de I'etude ait ete de portee Iimitee, cependant les resultats sont d'une valeur indicative considerable pour la, recherche future sur ce problerne si important.Este estudio representa un esfuerzo para establecer las relaciones entre los procesos de desarrollo IingUistico de los nmos de edad preescolar y sus costumbres del ante de la television. EI estudio demostre la importencia de la influencia de los padres sobre las preferencias de los mnos acerca de la proqramaclon televisia. EI estudio tarnbien indico una relacion entre el desarrollo IingUistico del nilio y el tiempo que pasa viendo programas infantiles de mejor cafidad. Aunque el muestreo del estudio fue de alcance Iimitado, sin embargo los resultados tienen un valor indicativo considerable para la investigacion futura de este tema tan importante.

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Prosocial Television and Young Children: The Effects of Verbal Labeling and Role Playing on Learning and Behavior

Cited by 24 publications

References 5 publications

Fostering Prosocial Behaviour in the Early Childhood Classroom: Review of the Research

Fostering Prosocial Behaviour in the Early Childhood Classroom: Review of the Research

Young Children and Media

Television and child language development

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