Children's Television Workshop Quarterly Progress Report.

Institution	Children's Television Workshop, New York, NY.
Titel	Children's Television Workshop Quarterly Progress Report.
Quelle	(1976), (74 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Language; Childrens Television; Community Services; Early Childhood Education; Educational Television; Formative Evaluation; Handicapped Children; Humor; Information Dissemination; Instructional Materials; International Educational Exchange; Language Research; Mental Retardation; Merchandise Information; Minority Groups; Programing (Broadcast); Television Research; Verbal Ability + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; 'Children''s broadcast; Children''s television'; Kindersendung; Gemeindenahe Versorgung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsfernsehen; Schulfernsehen; Humoristische Darstellung; Informationsverbreitung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Internationaler Austausch; Sprachforschung; Geistige Behinderung; Ethnische Minderheit; Mündliche Leistung
Abstract	The quarterly report for the Children's Television Workshop (CTW) describes the major activities and accomplishments in production and research for the Sesame Street and Electric Company programs. In addition, activities in public affairs, personnel, budget, international broadcasts, CTW products, and community education services, including services to the mentally handicapped and disadvantaged, are described. A research study designed to examine children's comprehension of verbal humor in order to gauge their ability to deal with language as a thing-in-itself is included as Appendix I. Fourteen children in grades one to three were asked to retell and explain riddles based on linguistic ambiguities. Distinct stages in riddle comprehension were found, more related to reading ability than to age. Three factors involved in acquisition of this competence were identified: cognitive development, familiarity with riddles and riddle telling, and attention to the surface properties of language rather than literal interpretation. (DAG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC