11. How does the tv experience affect a child’s language development?

Research has found that too much time spent in front of the television is hindering children’s speech. The survey of 6,000 people, including 3,000 parents, conducted by the Communication Trust, also found that more than half (51 per cent) of those questioned think youngsters can suffer from speech problems if their parents do not talk to them enough. There has always been speculation amongst both parents and professionals about the effect that television can have on a child, but it is also important to realise its benefits. There is some research to suggest that quality TV programmes can have a beneficial effect on literacy activities, comprehension and recall in three and four-year-olds.

Interactive programmes that encourage singing, signing, clapping and dancing can promote language development and imaginative play. Programmes that have themes of repetitive content can make it easier for children to learn new words. Studies show that toddlers who watch their favourite alphabet characters fare better in their knowledge of letter sounds when they go to pre-school than children who have no screen time. Children also benefit from watching television with an adult. The physical contact is good for them.

In an ideal world, babies and toddlers would be happily entertained with activities other than television. However, it does play a big role in today's hectic society and preventing the under-twos from watching it may be an unrealistic goal for most parents.

The key is to provide good quality age-appropriate programmes as part of a balanced schedule and to limit viewing to 10 minutes for babies and 20 minutes for toddlers at any one time. Television should not displace important activities such as outdoor play, social interaction, talk, physical exercise and going to the park. If used responsibly, the risks of harm are very low.

Given the right conditions, children between the ages of two and five may experience benefits from good-quality educational television. For this group of children there is evidence that attention and comprehension, receptive vocabulary, some expressive language, letter-sound knowledge, and knowledge of narrative and storytelling all benefit from high-quality and age-appropriate educational programming.

Although there is evidence that children’s entertainment television provides opportunities for verbal interaction and talk, there is also evidence that children who are heavy television viewers have lower expressive language scores.

Children’s programmes can enhance expressive language by encouraging talk, but more evidence is required to demonstrate long-term effects.

Viewing by children of programming aimed at a general or adult audience is correlated with poor language development in pre-schoolers. Evidence suggests that children who are frequently exposed to such programmes tend to have a lower vocabulary, poorer expressive language and to engage in less TV-talk (i.e. talking about television) with adults. This is attributable to both the quality of the content on offer and the quantity of exposure to television more generally.

The optimal television viewing experience for language development is one that includes exposure to age-appropriate content, to new and familiar words, and which offers possibilities for interaction and adult co-viewing and teaching.

Factors associated with a positive viewing experience include the following: minimal visual or auditory stimuli for programmes targeting infants, a balance between new and familiar words, interesting material for adults to encourage co-viewing, use of some sophisticated language, formats that offer possibilities for interaction and participation through songs and questions, and the age-appropriateness of the programmes.

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