The Effects of Prosocial Television and Environmental Conditions on Preschool Children

This study examined the effects of prosocial television programming and environmental conditions on positive interpersonal behavior of preschool children with their peers. Subjects, 3- to 5-year-olds from 13 Head Start classes, were assigned in class groups to one of four experimental treatments: (1) viewing neutral films and playing with irrelevant play materials (i.e., materials as devoid of prosocial content as possible), (2) viewing prosocial television and playing with irrelevant materials, (3) viewing prosocial television and playing with relevant materials (those with prosocial content), and (4) viewing prosocial television and playing with relevant materials under the supervision of specially trained teachers. Baseline data were collected on classroom organization and student-teacher affective relationship, and classes were categorized as "high structure" (high organization/low teacher warmth) or "low structure" (low organization/high teacher warmth). Following experimental treatments, observations of children's natural behavior in ongoing class activities were made using four observational categories: positive social interaction with peers, verbal interaction with peers, imaginative play, and nonverbal interaction with peers. Results indicate that the most consistent effects on positive social interaction with peers and imaginative play occurred in the condition that combined prosocial television, related play materials and teacher training and involvement. Low structure classrooms were the most conducive to obtaining positive effects on social behavior. (GO)