Summary:
The text delves into the relationship between children and television and the potential effects of excessive television viewing on children. Research has shown that television can be a powerful educational tool when used appropriately. The damaging consequences are not inherent to television but are related to how it is used and the culture in which it operates. In many countries, including Greece, television is integral to family life and can be a primary source of education, entertainment, and socialization for young children. It is important to understand how much time preschool children spend watching television and how this correlates with their language skills. The incorporation of interactive language games and storytelling in educational programs is an effective approach to positively support linguistic development. This provides a glimmer of hope for educators and policymakers alike.
Regarding television productions, content should have high aesthetic and educational value, incorporating appropriate scientific knowledge. In this process, parents play a pivotal role. Their active involvement, supervision, and participation with their children while watching television can significantly shape the viewing experience. Parents can guide their children's understanding and interpretation of the content by using television as a tool for discussion, narration, and explanation. Schools, on the other hand, are responsible for training students in critical viewing skills and leveraging the unique qualities of television, such as language development and student cultivation. As the overarching authority the state should orchestrate these efforts by developing policies and initiatives that promote high-quality educational television programming. Regrettably, research indicates a concerning trend-Greek children's television programming has declined over the past 13 years. Greek television productions are negligible, and educational programming is almost nonexistent. Broadcasters predominantly choose foreign dubbed children's series and movies as a cheap, easy, and risk-free solution, leaving the possibilities of television to contribute to the linguistic cultivation of preschool unexploited. This decline should cause concern for the public and private Greek television producers and the broader audience. Every child deserves access to high-quality entertainment and learning opportunities that promote culture and provide knowledge regardless of social and economic origin. This deficit should catalyze change, sparking a collective effort to revitalize Greek children's television programming.
Keywords:
Greek television, educational television, language training, children's television programs, preschool, students
