Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104, USA.
Br J Dev Psychol. 2009 Mar;27(Pt 1):47-69. doi: 10.1348/026151008x400445.
Educational media serve as informal educators within the home by supplementing young children's development. Substantial evidence documents the contributions of educational television to preschoolers' acquisition of a variety of skills; however, television's natural capacity as storyteller and the role it plays in preschoolers' early literacy development has been largely overlooked. This study examined the effects of viewing different TV program types on 311 at-risk preschoolers' story knowledge and narrative skills. Children were assigned to one of 4 viewing conditions (i.e. watching up to 40 episodes of a particular program type): no viewing; expository; embedded narrative; or traditional narrative. Story knowledge scores were higher for those viewing either narrative type. In contrast, viewing specific narrative types differentially affected the component skills of narrative competence. Story retelling and identification of explicit story events were higher after repeat viewing of embedded narratives while generating implicit story content was higher after repeat viewing of traditional narratives.
教育媒体在家中充当非正式教育者，为幼儿发展提供补充。大量证据证明了教育电视对学龄前儿童获得各种技能的贡献；然而，电视作为讲故事者的自然能力以及它在学龄前儿童早期读写能力发展中所扮演的角色在很大程度上被忽视了。本研究考察了观看不同类型的电视节目对 311 名高危学龄前儿童故事知识和叙事技能的影响。儿童被分配到 4 种观看条件之一（即观看特定节目类型的最多 40 集）：不观看；说明性；嵌入式叙事；或传统叙事。观看任何一种叙事类型的儿童，其故事知识得分都更高。相比之下，观看特定的叙事类型会对叙事能力的组成技能产生不同的影响。在重复观看嵌入式叙事后，故事复述和明确故事事件的识别得分更高，而在重复观看传统叙事后，生成隐含故事内容的得分更高。
