scholarly journals Children's media communicates essentialist views of science and scientists

2017 ◽  
Author(s):  
Marjorie Rhodes ◽  
Sarah-Jane Leslie
Keyword(s):  
Children's Television ◽  
Children's Media ◽  
Television Shows

This paper analyzes the scripts of children's television shows and reveals that references to scientists in children's media are often generic in nature.

Formative Research for STEM Educational Games

2013 ◽  
Vol 221 (2) ◽  
pp. 90-97 ◽  
Author(s):  
John L. Sherry
Keyword(s):  
Video Game ◽  
Serious Games ◽  
Educational Games ◽  
Sesame Street ◽  
Children's Television ◽  
Educational Video ◽  
Educational Media ◽  
Television Shows ◽  
Educational Video Game ◽  
Games For Health

Millions in taxpayer and foundation euros and dollars have been spent building and testing educational video games, games for health, and serious games. What have been the fruits of this frenzy of activity? What educational video game has had the reach and impact of Sesame Street or Blues Clues television shows? By comparison, the Children’s Television Workshop (CTW) managed to get Sesame Street off the ground within a couple of years, writing the basic scientific literature on educational media design in the process. Not only is Sesame Street well known and proven, it laid the basis for every effective educational show to follow. This article explores the differences between the CTW scientific approach to educational media production and the mostly nonscientific approach consuming so many resources in the educational games, games for health, and serious games movements. Fundamental scientific questions that remain unanswered are outlined.

scholarly journals Representations of Gender-Diverse Characters in Adventure Time and Steven Universe

2020 ◽  
Vol 8 (2) ◽  
pp. 61
Author(s):  
Abigail S. Walsh
Keyword(s):  
Language Use ◽  
Children's Television ◽  
Future Research ◽  
Gender Representations ◽  
Television Shows ◽  
Gender Diverse ◽  
The Social ◽  
Gender Neutral ◽  
And Gender ◽  
Television Representation

Television is a strong educational and socializing agent for children. Watching television can teach children appropriate language and vocabulary to use, as well as the social norms about gender behaviors or activities. Previous research on gender representations in children’s television has been limited to studying male and female characters because children’s programming has historically presented audiences with cisgender characters (e.g., boy and girls). Recently, television shows aimed at children have provided audiences with nonbinary and gender-diverse characters. This study is the first exploratory content analysis, to my knowledge, to examine the portrayal and representation of nonbinary and gender-diverse characters in children’s television. The current study examined the gender-neutral pronoun and gendered language use toward nonbinary and gender-diverse characters, as well as the portrayal of these characters as leaders, and with special skills in Adventure Time and Steven Universe. Overall, nonbinary and gender-diverse characters were portrayed as strong, positive, characters, and were represented similarly to their cisgender counterparts. This represents a promising shift toward more inclusive and equitable television representation, which may lead to the acceptance and appropriate use of gender-neutral pronouns toward peers by cisgender children, and the feeling of visibility and validation by nonbinary children. Future research should examine the impacts of these characters on viewers. RELEVANCE STATEMENT: As children’s television becomes more diverse it has the potential to positively impact the lives of cisgender (e.g., boys and girls) and nonbinary children. Because television has the potential to influence young children, gender-diverse representations in children’s television may lead to children developing more accepting attitudes and behaviors toward nonbinary peers.

Media Policy, Co-Existence, and Freedom of Speech

2014 ◽  
pp. 176-190
Author(s):  
Ronald I. Cohen
Keyword(s):  
Public Affairs ◽  
Children's Television ◽  
Religious Communities ◽  
Religious Groups ◽  
Governmental Organization ◽  
Television Programming ◽  
Television Shows ◽  
Religious Issues ◽  
Canadian Association ◽  
Broad Array

The Canadian Broadcast Standards Council (CBSC) is an independent, non-governmental organization created by the Canadian Association of Broadcasters to administer broadcast codes dealing with issues of ethics, stereotypes and portrayal, journalistic ethics and violence on television, among others. As of the end of 2011 (the period dealt with in this chapter), the CBSC had rendered 505 Panel decisions, which have served to define the parameters of permissible (and excessive) content on a broad array of radio and television programming, including news, public affairs, magazine format television shows, radio and television talk shows, children's television, other dramatic forms, and so on. In many of the foregoing types of programming, complaints pertain to representations and discussions of religious issues and religious groups. This chapter addresses the nature of the complaints received with particular relevance to religion, religious communities, and discourses.

Media Policy, Co-Existence, and Freedom of Speech

2015 ◽  
pp. 613-625
Author(s):  
Ronald I. Cohen
Keyword(s):  
Public Affairs ◽  
Children's Television ◽  
Religious Communities ◽  
Religious Groups ◽  
Governmental Organization ◽  
Television Programming ◽  
Television Shows ◽  
Religious Issues ◽  
Canadian Association ◽  
Broad Array

The Canadian Broadcast Standards Council (CBSC) is an independent, non-governmental organization created by the Canadian Association of Broadcasters to administer broadcast codes dealing with issues of ethics, stereotypes and portrayal, journalistic ethics and violence on television, among others. As of the end of 2011 (the period dealt with in this chapter), the CBSC had rendered 505 Panel decisions, which have served to define the parameters of permissible (and excessive) content on a broad array of radio and television programming, including news, public affairs, magazine format television shows, radio and television talk shows, children's television, other dramatic forms, and so on. In many of the foregoing types of programming, complaints pertain to representations and discussions of religious issues and religious groups. This chapter addresses the nature of the complaints received with particular relevance to religion, religious communities, and discourses.

The Children's Music Quotient: Quantifying the Childness of Music Recordings Made for Children

2018 ◽  
Vol 11 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Liam Maloy
Keyword(s):  
Content Analysis ◽  
Quantitative Analysis ◽  
Case Studies ◽  
Computer Games ◽  
Children’S Literature ◽  
Children's Media ◽  
Children's Music ◽  
Television Shows ◽  
Music Lyrics ◽  
Music Recordings

This article describes the Children's Music Quotient (CMQ), a method of content analysis that aims to quantify the concept of childness developed by Peter Hollindale in Signs of Childness in Children's Literature and apply it to the study of recordings of music made for children. It outlines the development of the CMQ and demonstrates the kinds of findings it can generate through case studies based on a broad range of children's music recordings. The analysis of attributes within three categories of the recordings (music, lyrics and sonics) is used to support wider arguments about discourses of childhood in specific socio-historical examples. An evaluation of the method highlights its adaptability for the quantitative analysis of other children's media, such as books, films, television shows and computer games

Learning

2019 ◽  
pp. 103-140
Author(s):  
Renee Hobbs ◽  
Liz Deslauriers ◽  
Pam Steager
Keyword(s):  
Digital Media ◽  
Oral Language ◽  
Public Libraries ◽  
Children's Television ◽  
Pedagogical Practices ◽  
Inference Making ◽  
Web Based ◽  
Whole School ◽  
Television Shows ◽  
Effective Pedagogy

Efforts to integrate digital media and information literacy into education are expanding, and some schools have already adopted a whole-school integration approach. There are many pedagogical practices for using audiovisual media in ways that support learning. Media-based activities support literacy development when they strengthen the oral language, inference-making, and reasoning skills that are required for reading comprehension. To learn for a lifetime, the most practical competence is the ability to ask good questions and get answers in order to make wise decisions. The active process of learning to formulate good questions is an essential life skill that school, public, and academic librarians can help to develop in learners and patrons alike. Librarians in school and public libraries have done amazing work in paying attention to stereotypes that exist in children’s literature and books. They can also help students and parents unpack and reflect upon the stereotypes offered in children’s television shows, movies, and games. Close reading of media—the core pedagogy of media literacy—builds a habit of mind that promotes deep awareness of and sensitivity toward the rhetorical purposes of informing, entertaining, and persuading, whether it is print, video, or web-based content. There are challenges to using media effectively in some settings, including restrictive school policies for video use, how to assess credible sources, and choosing the most effective pedagogy for an audience.

scholarly journals Provision, protection or participation? Approaches to regulating children’s television in Arab countries

2017 ◽  
Vol 163 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Naomi Sakr
Keyword(s):  
Arab Countries ◽  
Children's Television ◽  
Regulatory Agencies ◽  
Children's Media ◽  
Theoretical Literature ◽  
Screen Content ◽  
Cultural Boundaries ◽  
Air Channels ◽  
Arabic Speaking ◽  
The Way

Free-to-air channels for Arabic-speaking children expanded alongside the emergence of a few Arab national regulatory agencies with varying degrees of independence from government and powers that could potentially influence children’s channels. Even so, the rationales that inform production and acquisition of children’s screen content in the region remain far from transparent, beyond rhetoric about protecting children from material that ‘breaches cultural boundaries and values’. Drawing on theoretical literature that highlights regulation’s effect on policy, and links the principles of provision, protection and participation in relation to children’s media, this article compares regulatory discourses and practices revealed in the documents and speeches of Arab regulators, broadcasters and independent production companies. It finds that, with some exceptions, only the latter advocate measures that look beyond a narrow interpretation of ‘protection’. A dominant consensus around the narrow vision seems to stand in the way of developing more stimulating approaches to regulation.

scholarly journals Comparing Complex Syntax Across Popular Children's Television Shows

2019 ◽  
Vol 3 ◽  
Author(s):  
Madison Burnett ◽  
Class of 2018
Keyword(s):  
Social Skills ◽  
Language Learning ◽  
Mental State ◽  
Child Language ◽  
Sesame Street ◽  
Children's Television ◽  
Complex Syntax ◽  
Television Shows ◽  
Research Questions

Studies indicate that certain television shows, such as Sesame Street and Daniel Tiger’s Neighborhood, can positively impact a child’s thinking and social skills (Mares and Pan, 2015; Rasmussen, 2016). This study considers syntactic content of popular children’s television shows to make predictions of their underlying linguistic value. Therefore, the research questions are: Does Daniel Tiger’s Neighborhood have more complex syntactic utterances than Paw Patrol? Does the number of mental state verbs used correlate with complex syntax? Results indicate that Daniel Tiger’s Neighborhood consistently uses more complex syntax and mental state verbs than Paw Patrol, and that mental state verb use does significantly correlate with complex syntax. Implications for child language learning are discussed.

scholarly journals Children’s television in transition: policies, platforms and production

2017 ◽  
Vol 163 (1) ◽  
pp. 6-12 ◽  
Author(s):  
Anna Potter ◽  
Jeanette Steemers
Keyword(s):  
Cultural Representation ◽  
Children's Television ◽  
The Internet ◽  
Children's Media ◽  
Theme Issue ◽  
Production Ecology ◽  
Local Content ◽  
Complex Processes ◽  
Television Content ◽  
Global And Local

While the internet has facilitated a proliferation in children’s media offerings and platforms, television remains the dominant medium in children’s lives. Broadcasters and subscription services both compete for their attention, as viewers and as potential consumers of merchandise. Within this transforming landscape, children’s television is now produced and distributed through complex processes for global and local markets. The arrival of SVOD services like Netflix and Amazon and a dedicated YouTube children’s app further complicated the global production ecology, increasing the transnational nature of children’s screen offerings. Locally produced children’s television content nonetheless retains its importance in policy circles, with its perceived contribution to national cultural representation often used to justify regulatory intervention and financial supports for the genre. This theme issue on children’s television in transition considers policy and production issues related to children’s television in a range of Australasian and international contexts. In doing so it confirms the importance of local content within an increasingly globalized children’s media sector.

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