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dc.contributor.advisorShafer, Daniel Mark, 1978-
dc.creatorEwing, Tori Celeste, 1994-
dc.date.accessioned2019-07-29T13:52:43Z
dc.date.available2019-07-29T13:52:43Z
dc.date.created2019-05
dc.date.issued2019-04-04
dc.date.submittedMay 2019
dc.identifier.urihttps://hdl.handle.net/2104/10673
dc.description.abstractThis study investigates how preschool aged children learn through television throughout the creation of an original narrative, The Topaz Troop. Children are exposed to an assortment of media devices from an early age, and parents continue to seek out quality educational content to enhance their child’s cognitive ability. Recognizing that television is a powerful educational source to deliver information, the study is based on the capacity model, a theory that states that children learn best from educational television when the educational topics are interlaced with the overall narrative of the story (Fisch, 2004). Preschool children are expected to rely on their rapidly developing social cognitive and linguistic systems to comprehend narratives (Skarakis-Doyle & Dempsey, 2008). However, Fisch’s research (2000, 2004) also suggests that verbal ability will impact a child’s ability to process narrative. This research seeks to highlight additional factors that contribute to a child’s ability to comprehend narratives.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectEducational television. Preschool television. Preschoolers. Informal education.
dc.titleHow preschoolers learn from television.
dc.typeThesis
dc.rights.accessrightsWorldwide access
dc.type.materialtext
thesis.degree.nameM.A.
thesis.degree.departmentBaylor University. Dept. of Communication.
thesis.degree.grantorBaylor University
thesis.degree.levelMasters
dc.date.updated2019-07-29T13:52:43Z
dc.creator.orcid0000-0002-2312-9654


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