SITE VISIT - Consultative Group on Early Childhood Care and ...

one hand, it suggests that there is a slight correlation between heavy viewing of entertainment
programming and poor reading skills (Palmer, 1988; Stromment & Revelle, 1991; Lovelace,
1991). On the other hand, there is strong evidence that some television viewing (between two
and four hours for young children) is positively related to reading skills (eg. McFarland, 1991;
Mielke, 1991). Specifically, children who watch television and become involved in books as a
result, for example, through programs such as U.S. public television’s Reading Rainbow and
Ghostwriter, are more apt to become good readers (McFarland, 1992; Choat, 1986).
Positive impacts of television on children are well documented as well; however, just as possible
negative effects of television are tied to program content that is specifically designed to serve
children’s educational needs. Positive outcomes are enhanced by a viewing context that includes
adult intervention. Many of the researchers cited above contend that the detrimental outcome of
television on children is directly related to whether the child watches television alone, or with a
caring adult. It is apparent that when a child is accompanied by someone who can explain the
events and their implications to reality, the child is able to learn a greater deal of information.
Educational television is an avenue being explored in South Africa. While it is quite costly and
does have the reach, it does offer the visual component. The University of Pretoria has created a
special unit for electronic distance education. This system uses several video cameras, audio,
mixing and processing equipment set up in an existing lecture hall. Video and audio signals are
mixed in a control room under the direction of a producer. The images are then generated via
microwave dish, optic or landline or satellite from one lecture hall to another where it is viewed
on a large video screen or an ordinary monitor. One lecturer is then able to reach large numbers
of students in different locations. In addition, the lecturer is able to get feedback from students in
the distant locations via an audiosystem which uses an ordinary telephone. These students can
also ask questions of the teachers the same as those in the room where the lecture originates.
ECD and television around the world
Television has also proven to be an instrumental tool in the development of underpriviledged
nations. Extensive studies conducted by Takahiro Akiyama (1986), and Eric Chevallier & Sylvie
Mansosur (1993) gives detailed accounts of television programs in Asia that have rendered the
positive results that television can be a great source of knowledge for both children and their
caregivers. A brief description of the initiatives broadcasted in each Asian country follows.
Television in Asia
The Philippines, have one of the most successful children’s programs in the country named
"Batibot." The program includes music, simple animation, live action, and puppets. "Batibot"
started as a co-production of the Children’s Television Workshop (producers of Sesame Street)
and the Philippines Government . In the Philippines, some 200 hours are allocated annually to
educational programs for children.
In Indonesia, 23% of total programming is devoted to "educational programs," which include
children’s programs. Most of these, however, are not local productions. Local children’s
programs do not seem to be popular among children. A survey conducted by the Indonesian
Child Welfare Foundation, revealed that out of 10 favorite programs for children, only one was
produced in Indonesia.
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