Effects of a Critical Viewing Skills Curriculum on Elementary School Children’s Knowledge and Attitudes About Television

Abstract

Forty-eight boys and 43 girls (age: range = 5.0 to 9.5 years) from a public elementary school participated in this evaluation of a critical television viewing skills curriculum. One class of kindergarteners and one class of second graders were taught the curriculum (14 half-hour lessons) by their regular teachers. Another class at each grade level served as no-treatment controls. Comparison of pretest and posttest scores on a comprehension test of reality versus fantasy portrayals, special effects, and commercials revealed significant knowledge gains by the children who received the curriculum. Pretest and posttest scores on an opinion questionnaire showed no parallel shift in the children’s attitudes about television after training. The educational and social implications of the findings are discussed.

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