DOCUMENTRES4E 4,1
.ED 1'12 '876 IR A92:.586 AUTHOR - Jaroniko Catherine 'TITLE A Study of the Influendes of Outside Interests,Other Mass Media, Grade Level and Sek on Children's Teletision Viewing and Program Preferences. INSTITUTION Indiana Univ., South Bend. A PUB-DATE 14 Jul 75 NOTE' ' 122p. tr EDRS PRICE MF-$0.76 HC-$5.70 Plus Postage" DESCRIPTORS Age; Bfoadcast Television; *Children; COcurricular Activities; Commercial Television; Elementary Scliool
. Students; *Mass Medig;' Programing (Broadcast) ; Sex. D2fferences; Statistical Data; Tables'(Data); *Television; *Television ResearchTelevisidM
, ,Viewing I
. . , ABSTRACT , Thi study explores the influence that ,grade level,`, sex, mass media, d other .outside interetts4haveonthe television viewing habits of phildren. Differences in the amount of.viewing,. .
program preference, type of program; preferred* and typicaldaily 'A patterns of Wiewing were iiems, investigated. A questionnaire was used \to survey general'inforiation,.and a program recall list was used. to determine the patterns of viewing. The children were grouped\by grade level and questioned over aone-week period.The study revealed that children use.television as a "time filler" but a majoritylave a
lc special progr m in=mind that they wish to watch. The average child views approxitately 3.7 hours of television per day; boys. tend'to- 4 view televisiCt'more than girls. Nine, statistical tables show viewing categories and favorite programs bygrade level. The questionnaire and program recall list and theit results categorized by grade level
are appended. (Author/DS) .
o
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A STUD OF THEINFLUENCES OF' OUTSIDEINTERESTS
OTHERMASS, -MEDIA, DE LgyEL AND SEX
D / ONCHILDREN'S.TELEVISION . / VIEWING ANDPROGRAMN/
-PREFERECES 0
C Jaronik
.Stud cted by/
Charles' R. DuVall, Ph.
1
Indiana University at oath -Bend SouLth ,Bend, Indiana. ' July14 19751
. U.S: DEPARTMENTOF HEALTH, EDDCATVOIN A.WEI.FARE NATIONAOINSTITUTE OF 0 EDUCATION 4 HAS BEEN 'REPRO THIS OdCUMENT DUCED EXACTLY ASRECEIVED FRO4 OR ORGANIZATIQNDRIOtet A. ' THE PERSON VIEW OR DPINI S- ATING IT POINTS NECESSARILYOF REP E STATED DO NOT. INSIeTUTE OF SENT OFFICIAL NATIONAL I EDUCATION POSITION ORPOLICY' . . ,TABLE OF CONTENTS
CHAPTER
I. INTRCDUTION . . ° , Pupose of thestudy . Liitations ofthe study i Deinitions . ..
REVIEWF.THE LITERATURE DESIGNF THE STUDY . 0 22 III. r IV. DATA AN LYS4 ,o V. 'SUMMARY CONCLUSIONS' RECOMMENDATIONS Sum ary and Conclusioni Rec mmendations . REFERENC3S¢ .APPENDIX APPENDIX B APPENDIX C
4 1It
, 7
LIST OF TABL
TABLE PAGE.
1. Various Reasons for Vi, wing Television
Clasdied by GradLevel . 26 Average,Number of Televiewing Hours Per Day
Classified 'by Sek . .. 27 Average NumberO1,TeleViewing HourS Per Week
. . 28 . ClasSified by Sex . ,
estimated Viewing Time in. Hours Per Dad'.
Classified by Grade Level and Sei . . . 29 .
Persons with' Whom Televidionfith-Viewed . . 32 Favorite Programs of First Graders - Classified'. by Grade Level and 8e* . 135. Fayor!ie Programs of Semi Graders- 'Classified by Grade Level and Sex . \ Favorite Programs of ThirdGraders-Classified by Grade. Level and Sex 37.
avorite Programs of Four h\Graders- C asSI.fied by Grade Level and Se 38 Fayorite Programs of Fifth Graders Classifidd by Grade Level and Sex...... e Favorite*Programs of Sixth Graders - Classified
by Grade Level and Sex . 44, 40
7. Types of Programs Viewed/- Classified,by
Grade Level and' Sex / ...... 42.
8. Main 'Choices of After School_Activities -
.Classified by Grade Level .. . . . 43 Media Which Would Be Missed Most - Classified iZ by Grade LeVel 46
\ U '4. 4 A
V
CHAPTER I.
INTRODUCTION I
A child.comes totelevision seeking to satisfy some something there and is able to need. He is able to find make some use of it. It is.impossible tocategorize tele-
vision as, being good or bad-forich4dren. For most children,
uncle/ most circumstances, mosttelevision isprobably neither , . . , particularly harmful orparticUlarly beneficial. Children begin viewing at a veryearly age. Something . e tr pafiicular in ,a child's lifemakes him reach out for experiences received fromtelevision. nlis study will various ways. show.. that childrenmake use of television in
Conscious,ly:cor unconsciously,children exercise choice in
how much they view,and in the way, they maketime for
viewing. T ey may drop a.few activities or redUce the use of some of ahem or keep someof them with no change in
their use. /. The purpose of thisstudy was, to reveal thrbughtwo mass instruments, the influencegrade level, sex, othei o. media and outsideinterestshave on. theiviewing habits of
1 children. Differences in amount6f viewing, program preferenCes4 types ofprograms preferredi and typical
daily patterns ofviewing are among specificitems to' V which answers weresought. . The problem was adifficult bne°beCause theleffects of television could manifest themselves in almost every
aspect of children's lives. To. find out what to measure,
..!3; methods to use, and whereto,dtawthe line, it was
necessary to turn, to previousstudies. This study was
/ "I* adapted- , after the extensive amount, of esearch conducted
between'1958 and 19.60 by Wilbui. Schrammi:Jaok Lyle, and'
Edwimp. Parker; In theSchramtli Lyle, and 1:a.rker-research, 11 studies of televisionand its effects'and impact on differenct select groupsof North American children were
conducted. This.study made useof two instruments. 'A questionnaire instrument was used to ,survey general information of the O child and delve into areas' influencing viewing habits, / acquaintancewith and Use Of other mass medla,' and choices
of aftero school activit4.es. The aided prograM recall list was used to determine
IP thye amount of viewing and typical patterns bf dailyviewihg. The study was limited in the fact that the survey.
Was conducted dUring a winter'Month. This.woUldseem to haves direct' bearingccOthe-amoUnt of televisionviewed..
Sudies haVe...shownythat-'children view, less television
in the summer monthS, due to satisfactory weather
conditions for outside.play. The fact .that the Study, was' conducted dUring a winter month also may have fXuenced
the choice of after 'chool activities.
ti J' J.
During the course ofthe research, the areain which
the school islocated changed fromEDST(Eastern-Daylight Savings Time) to CST(Central StandardTillie). This
affected the bedtimes ofmost-children due-to school -' beginning-an hour earlier. Viewing of r-schoolusuallyor
began an hou'rearlier. lhe'children-wer6 grouped by gradelevel when.th time factor questionnaire wasadministered because of the , seated6lose 'tp,ene another involved-. The children were the person seated and wereeasily.influenced .by answers of next to them. The accurateness ofthe amountof viewin is. limited P4ograms on due to the factthat 'childrendesignated even thoughthey may not have the aided programrecall lists, to seen theentire program. Channel hopping contributed more.than one this fact, resultingin students marking Some students , program during .ahalf-hour time segment. .0 may also havewatched onlya,portiOn of a progralwand then 01 that a ceasedwatching altogether,but still indicated
program wasviewed. . , due t There were alsolimitations of the usual sort
using the questionnairetechnique. DEFINITIONS C.
Action- adventure program this type of program usually
tells the story of a siMple, strohg, -good hero, who
istalWays master. of his fate despite a .variety of adventures and perils, Such-as'"Batman."
Cartoon program - program with animated characters, such ath
"Bugs Bunny" DOCumentary program - program dealing with factuq.
presentation
Drama-.this type of programfeatureda more serious plot ti than that of situation comedy, such as "Little
House on the Prairie"
Edu ional prograill this type of program attempts to I% f, develop andcultivate mentally and morally, such as "Sesame Street" Family advenyure - a program suitable forviewaii by the entire family, such as "Wild Kingdom" 00
Game show - program where competition is prevalent, such (as."Let's Make a Deal"
Mass median=.uSed to signify radio, teleyision,magazines,
comic booksnewspapers, and books a r Multiple-choice questions or items these terms refer to questions in the questionnaire, where the child is provided with ready-made answers from which to
select the one(s) appropriate for him /
ystery- police drata - this type of gram invol es r the
solving, of a crime or myste such as ice
. Woman"
SF News program - programrelating current happeni local, statewide, national andinternati
areas .0pen-ended questions -questions to whichthe c ild. o * fortUlates his ownanswers
_Program - a specific showviewed on television Program recall lists - alist oftelevision ograms of the previous day and evening, onwhich t e subject records, by circling, whether hevi wed the program.
in total ors, in part
1 Questionnaire - a set of questionsusea,,to obtain necessary
informition Situation copedy - programswith Minor shown as serials,
or serlps4 of, programs,such as "Gilligan's Island"
Talk stows - programs whereguests are interv4:ewed or were discussions take Place, such as"Johnny Carson" series Television transmission and ieproduction of a rapid of images by a device thatconverts. light wave's into radio waves and then convertsthese back into
visible light rays Vhriety show this programtype features song, danceand glamour, such as "Tony OrlAdo and Dawn'
Viewer used to describe a personwho watches television s,
CHAPTER 'II
411EVTEW"OFP THE LITERA;URE
yever has a mass media.penetrated thelivesofsbi
many people ashas television. At the beginningof 1948
there were -Scarcely-1.0p,000televisiOn sets .in use. in the
United States.:,(SChramm, Lyle, and Parker,1961, p.10
,z ( The figures rapidly grew, asthe popularity of the # electronic pied piper.grew after the warin 1946. Between s> "then and 1955 the nutlber of familieswho owned television
sets went from less.than 2,0 ,000 to fivemillion. (Himmelweit, Oppenheim,-and Vince, 1958,;*p. 91) In
January'of 1961 the A.C. NielsehCompany Feported46.9 million homes equipped with one or moretelevision sets. ColOr television became available in 1960 and found its way.
into over a third of the Americanhomes by 1970. . 0 (Bower, 1973) A total of 66.2 million homes, or97% of the'homes in the United Stateswere television equipped
asof&Septembak., 1973 according to the A.C. Nielsen Company. Televisionhas becote the grettestsource ofjational
0 entertainment. It.haS mostly taken over from movies, comic books, baby-sitters, and eventaaymates a large part of
0 . the, ji5b of 'entertaining children. Nearly all children
have easy,access to. television: It is an im'portant,factor
in their lives, anormal part of their livin&I and' a major
source of recreation..Television is almost .a third parent*.
r .74 0 a to many and some have even accluiredfor it a feeling of
affection and trust.
There are some. 30 million juvenileviewers and the
biggest influence on themis the tube. (Galonoy, 1,973)
It starts as their babysittergives them their first words, and shows'thearrelationshipsbetwe nadults. It reveals that nuns can fly,hitting people en the head 4s - funny, only.thebad guy bleeds,and.that lifeA.s swell and funny and always has a happy ending.'A 'child learns by observing and by acting out what he has seen. From
television he, can learn how to build abirdhouse,. what o clpthes are in style Chow toorder'd nner how not to.
behave a82%wedding, how tecrspkra safe, how toforge
heck, how t'oswindle a' victim or how, to stab someone
to aeath. Television helps to c'on'tribute to forming this'social
.system. It socializes children into afictsitious'social syAm where criaials are always caught, minorities and
the elderly are rarely seen, theguilty break °dam to a
good lawyer's questions,problems are solved in Jan hour,
, and everything always works outfor the)pest. Much ofwhat younger-children view ontelevision is
in the form of cartoons. They serve as todels,for attitudes that children have been told are wrong. Too Mfny of ,the
cartoons are too loud and axle ugly instory content and
appearance. From caric ures seenof actors and other' people,thildrenhave learned, to laugh at big feet,:funny
faCeS; big noses -at anyone. who,looks or acts differently.
The mighty becomes right,enemies become ludicious.A
-child sees the,winner as the smart aleck. On television he gees-violent thoughtlesssolutiOns to all problems. Perhaps Jerry:Goodis, ;resident of an agency in Toronto
summed it .up in a speech.to a group,at.the UniversCtY of
Missouri:
The images your'-children are" grdWing up with are not thOse of WaShingtonv Jefferson, and Lincoln - they're *ages of Phavr;014t; Colgate and Coke...they're images of commercials saying father,i6 aljerk; mother stppid and a gossip; all kids shollild make out;, and elderly people sit around arthritic'dnd oonstipated.
. , (Galonoy, 1973, p.1200)
Television is never too busy to talk to children.
.It never shuts them, off becaUszit has dinner to:prepare. 'Television play with them, wants their attention and will
go to_any length to get it. It is a child's most 4. accessible ck ddor to the-grown-up world.
. TeIevision.dbes also have positive influences on
.chirref. It brings thempeople_ k to meet and provides
knowledge about the world with which they have no direct,.
, contact. This ins a' more. vivid knowledge than would be
received from words, TelevisiOn in forma child and-
provides them with answers to,mystery questions; 'From
television a child may learn wherebabies come from', wk.** O.
the iMpottance ofna'turarresOurces,- how far away it ,-is
to;' the moon, and-how much a,bluewhale 'weighs. infOrms_Children and 'provides them.With thingstOIdo.
'Through the use :of.teleVisionchildren can learn comiunication SPecifiO4information.is transmittedand learned. television broadeni know/edge and.intereSts,' Inmany; k Greed: .Through its cases, television motivates children to .;
us-children' acquire more'social.learning and -hdve their aginations,stimulated. karents need tolbe aware ihat the impact 'ol. television is greater than anymedium available . before. ,Patricia Swenson hasattributed.much'to,television
by going so far as :to say, "Sometimes I almost feelN +hat-school wo k, by interrupting agodd televislon
program linterferes.with my,children's'education." (1967) The outstanding power of television is its power,to
extend the4ision of it% viewers. To the ears of radio
television adds eyes. Researchers have found thatchil4en's Viewing, on
most part, isrelativeiY opportunistic and unplanned.
It 'appears that while some programsmight be selected, unplanned viewing is likely to follow. The viewer continues
to watch whatever comes next on thechannel or merely
.flips around the11. For the mo part children watch
television to fi]fl time.. Even sO,'it:ision the most pa
a useful experience.Relaxation andpleasure'are Also strong motives for viewig-Sometimes children watch to . 8
they will. relieve boredom andloneliness. Ofto en times becadse view specific programstolobtain information or Television they believe theywaregoing to learnsomething. Some progrims are often, has a hidden effect onchildren.t able:toteap;hthe .hoW tohandle social problemsi or to cope, with personalprOblems.. A Pt. Chi/dren are foundtoAphysicallydinactive While questions, nor can watching television. They 'cannot.ask on theypchange thepace of theadtion..The'etentsro11 regardless-of thechild'sreations. ,society Because of the-greatimpact televisiOn has on and;e8pecially on ouryoupl'a great deb 1of research has In-theMid 1950's been done in thearea Of,television.. Oppenheim, and Vince, ateam. of British first major field ofstudy investigatorst'performedIthe They studied mainly10 to of the effects.oftelevision. Shortly after, fi-om 14 year old public-school children. performed a series 1958 to 1960 Schramm,14;1e,and Parker Paul Witty conducted of similar studiesin forth America. In 1960 a series ofstudies on children'sinterests. television. ,Steiner did a studyo he adult's view of in 1970. Bower did a fol./ow-upto Steiner's study A typical child is nowborn into theworld of television; The sonds ytelevision blend into thesurroundiAlgs just part of the homesetting as the as wallpaper. It is,as much a without carpeting on the floor.For a child today to live
9 television would be like,living without the sun or the,sky. 0 Statistically, children spend moretime matching television
:than any other Single aqivityexcept sleep.. (Kaye,1974, p. 7
By the time the averagechild enters school he has already' television spent morehours.learpihg about his world from than he wquld spendin/it classroom earning a-coliege degree.
,By' the time the averagechild graduates from high school, some:15000 hours of television compared he has watched a .; \ with.12,000'hours/spent in school; (Wren, 1972, p: 54)
These figur s are notsurprising when taken intoaccount
that on.an ave age winterevening during prime timetelevision
(bptween the holirs'of 6 P.M.,and11 P.M.) fully one-half
Of the entire Americanpogulation is watchingtelevision. (Nicholas, 1973, p.22) Time Magazine in °clipper13, 1958, Pq cited a report showingthat 43 million homesin the United States had their setsturned on an average of five hours, o. 56 minutes each day.,(Witty, 1961, p.,103) In 1971 the BroadcastingYearbook reported thisfigure to be six-hours,
18 minutes per day. Most children do watch sometelevision every day.
The amount of televisionviewed and the time ofviewing"change almost-from year to year asthe child grows older. There among.younger children in amount of is greater uftiformity time viewing than amongolder Children. (Lyle and Hoffman, television begins when a. child 1971)Frequent viewing of o high until is approximatelythree yeaiS old and remains \
until hereaches the approximate agecf twelve. The amount of
v. 'A viewing thenbegin .to decline. (Surgeon General's Scientific
Advisory Committee,. 1972, p.3) Patterns of viewing time and programseledtion.change
almost from,year toyear so /hai therle are very-different audiences at different agesofchildoos.Rubenstein, and Murrayk1971)Jound that on7e-third of the irst graders .watched for f9ur hours or more onEl:weekday. ver one-f6urth.
of the 'tixth, graders watched atleast five and one -half
hours on.a given school day. 0ver a week long period the, . I first graderspent the equi'v4lent of justless than one
full 'day watching Schramm et al. (1961)diScavered that Saturday viewing.-
. . is generally longer thanany other weekday.., Sunday viewing is longer than weekday viewing, inmost cases. irt is found
that children view lesstelevision in the summermonth's: When reported on a weekly basis,two.to'five yearpolds
view approximately 28 'hours perweVc, while 6 to 11 year olds.
view 23 hour's per week. Theaverage' ofbdthgroups for a 4- year .isapprOximately 1200 hourts or a solid one andtwo-thirds months per year (Seldin, 1974 -p. 30) Heavy viewing for' childrenbegina about awhbur after
school ends and'lasts until theirrespective bedtimes:. As the
child grows older the bedtime mo °ves to later hours and so 4 . does television timeAlgthen out. Most of the younger /3.
.0
4 be ",/ children will drap,out-of.theviewing audience and-will sixth-graclers in bed by9P4M. About one-third Of the There is found to be a watch some televisionafter 16 rP.M. - (N latex bedtimeand longer television 0108 correlation between
time.
When looking at sex,there are manydifferences between .
boys and girls intheir prograliwtastes,but no -significant . difference in theamoQt of viewing. (Witter, 1952,,p. 253) the time watching television is 'or most people most of 24 watching is still,primary not a Solitary,affair.. Television family,memVerfs; with theliving -room anexperience shared by o xrji or another roomserving, as a familygathering room, at its maximum, the prime eveninghOurs, when television has 4udeince, there is an averageof,two viewers,per set.
(Steiner, 1963 170) 0 Most viewing recorded wasdone in the company ofother
membeirs of the -family.. For childrenviewing was most
, P Viewing with other' frequently donewith'theit siblings. <9 Solitary viewing members,of thefamily increased with age. first'graders., is higher amongsixth graders than among First graders did verylittle viewing with friends:roEV.Ami siblings the older childrenviewed'television with their
more thanwith their friends. (Rubenstein et al" '1971)? When a family hasmore than one set in thehousehold Viewing done- there becolies-A differencein the amount of ;Jtogether by the entirefamily. Bower, (1973) fqund that set, 94% of the when a family hadonly one television. b
.
time the familyviewed television together. When the family
acqiiired °in additional set,80% of their viewing time to 66% when the family was donetogether.°This figure dropped hadthree television sets. In homes with only onetelevision set there is always the
issue of program selection. In a. recent study(Bower, 1973)
is was concludedthatAen the eAtire family is watching television 42% of the programselections are made by the entire group watch"27% of the -selections weredecided' mOher, 1'7% were 1:1Ydadalone,10% were depided by the decided by the childrenandS4% were made by other'viewers. There, is a certain value.in having toshare the.television;
All learn to share andcompromise on which things.are more
''important than others. While it is natural that all;persons always be some will not the same program, 'there will
'they can. enjoy together...... homesnow.report more than,ofte*television8 t in °' Many a \., aploWer.level of, conflict the 'house. There/has been found to be
over programselection'-betWeen children and patents in
Ayultiset homes. With the addition of asecond set in a home, one set becomes aChildren's set. (Lyle and Hoffman,
1971, P. 5) In 1970 over 31% of thehomes in .tile United States reported having,more than oneset. (Bower, 1973, p. 3)
The set is no;likely to be in the bedroomwhen there is
only one pet the house. But there is a good, chanceof
01. a set in the bedroomwh6n there arettwo or more televisions ih the house. In a three and four set family, there. is . usually one set in the, living room or in thefamily gathering room and one or more sets in thebearoomor playroom.
(Bower, 1973,p. 144) The amount of parental control ofteievIeWing is found to be quite'minimal. Of a *group of fist grade mothers, the majority made no effort to set hours or to restrict the amount of viewing. HoweVer, three-fourths o/them did exercise some 17o.ilitroloverprogram selection. (Lyle and
Hoffman, 1971,lp.154
s Himmelweit et ea.(3958) feqnd%that there was a program ont41evisionthe 'Child Aid: pot tike, 45% 'of the
, children would' go anddo 'somethingelse:. Twen't-six per
_Cent would cease watching for a period'oftime; Only 29% n. c.- would,c9ntinue .to watch the program even thought4ey did not care. f 6r- the program. This illustrates -that children can:pxereise a selectivity:of their own. They to stop vieWingor go away° and doSomething: else. The television networks navigatby the ratings rather. than bythe compelling needs of the audience. Pressure, makes it essential for aoprogram to attract the, largest share of an available audience. The Naiional Association for Better Broadcasting makes annual surveys of television programs for children. It has been found that the fare offered 'children has in generals always been bad and is getting worse. Children were once considered'a definite atzdience, but
noW, with the exceptionof the pre-school child,theye
seen as part of afamily audience. Knowing -that children will watch whatever ish, provided there is nothing else
to do, the costs ofprodtction and major purchases .. °decisions made by'the parents,brOadcasters usualy eliminate children'sprograms infavor of, family priagrams1
designed for. wide-range audiences. Many family situation series havelittle relation
to real lifeproblems. Family relationships are almost always simplistic stereotypes. The child 'has no control
over the scrcten infront of him. He is unable to stop
it to ask questions,thus often left confused even during commercialS. Many prOgrams involve sexstereotyping. In children's commercials on aspecific Saturdaymorning. 16 in 1972,-4§ commercialsfeatured Males only, while only commercials fedtured fema3es. Even toy ads are classified
by sex ,roles. Girls_ are ski-own with dolls,'boyswith-cars
and trucks. Women are often seen as scheming,"brainless deceptive or frivolous.Men are the problem solvers,brave, an4:Wvrk outside thelloMe. .(Kaye 1974, P. 54) Of the 15 hOurs that the threemajor networks furnish
programs oh aSaturday morning from 8'A.M. until 1P.M.,
only two and one-halfhours are live action. Animation is
a convenientcatch-all. .(Wren, 1972, p. 54) America's children's shows aregener'ally poor in content, rely heavily /7.
0 on cheaply.producedcartoons and are aimed at an audience of two to 12 year olds. According to an international survey, SesameStreet is thus far the only Americanprogr4m that matchee the quali-py of the programs of othercountrieg. Other\countries such as Britain, Austria, Japan, Australia andWest Germany
_aim their programsat'More specific age groups: The survey also found that the United States is theonly'countr* that do4not schedule weekday Afternoonchildren's pfogra ('Saturday Review, August 21, 1971, p. 48)
When speaking of specific programfavorites, resear2h
indicates tbat.primary children fairor cartoonsand comedy,
programs. Intermediate children also favor comedy. They °enjoy serious types ofsuspense and drama, There is little,interest in educational programs. (Witty, 1964, p.3,7) Research conducted shaws that in 1957th& top program
, favorites were all children's shays. These included
Disneyland. The Mickey Mouse Club,,Lassie, and, Fury. In 1965 the fpe favorites were classified as adultshows. Mona these five were Man from UNCLE,Shindig; Addams Family,
Bonanzaand Bewitched.
itimmelweit e al. (1958) found that age, intelligence,
and sex were the maifactOrs whidh affectd whatdhij.dren
liked to watch. Schramm et al. (1961) later noted that . . more-younger boys than girlspreferred western's and adventure
. . , , stories. Roy often,stayed with.cartoona.and.juV'enile programs ,longer than did girls. It is founCrthat children have television preferences
as early as age three. By the time the child is in'thd
ti first grade, the majority of boyS and girls exhibit individual
taste in program selection and preference for characters.
As the child grows oider'his program Cho ices becom ..more
diversified. The preferences of adolescent boys al d giils differs more than the tastes of younger children. (Himmelweit, 1958, pp. 13-14): Unexpectedly girls are
as interested as boys In crime anddetective series. they grow older girls will turntoward programs which relate to responsibilitieS they willhave in life. There is almost no viewing of news, Spanish programs, orpolitical discussions and documentaries.Even the most poPular program or type of program wawaS mentioned byno,
more than one-third of thechildren. Within any age group there is a great deal of Variation in taste.-thimmelweit,
1958, pp. 13 -14) Since children have extra Channels from which to choose,
their tastes play a dominant role in what theyview.f They often change from channel to channel following favorite
program types. This tends to creat a somewhat narroWl
viewing diet. It is an accepted fact that/television plays a dominant
role in the leisure time activities ofchildren. It is usually the first of the activities to which children become large extent the way a childdivides .his. acquainted. To a served i*television le sure time depends onthe relative needs interestdiAChange and and thecompetindpasttimes. .A o tb::strike a balancebetWeen develop as he`grows. He needs television-and those ofother wayeto spend the claiis of . c is an activitythat leisure time. Children'A televiewing with other'activities, has found itsplace in competition pictures. But it displacing radio,comics and motion recreational activities. has notdisfolaced play, sports, and P to reduce 'Television appears to afairly*.small extent When ,asked what theyprefer the.time childrenspend outdoors. children responded theirwould to ,do after school,58% of the preferred to watchtelevision, rather play. Only 20 %. of the group Half of (Rubenstein, Comstock, andMurray, 1971, p.162) First grade boys the childrendid%hot mentiontelevision. activities as going tomovies, listed otherfavorite passtime reading comics, and reading.stories,listening to stdries, thg same activities listening to theradion. The girls enjoyed
on the mostpart. (Seldin, 1974, PP. 15-23) watching 'Children ingrades threethrough six ranked playing indoors,reading, ,television first. Boys also listed Girls mentioned playing outdoors,baseball and football. ice skating. reading,-playing indoors,playing outdoOre and media, When comparingtelevision to the other mass media into supportingroles. television has'pushed the other is-making use of At the age of ten years,when a child ono he rises day after mass media,:television is the only, f4.; 141) day.,(Feeley,. 1973, Almost all radio surveysin this country haveshbwn thattelevision.hits radiolistening more'thananyother' like telewision: activity. Radio °cannot hold children 153) However, when surveyed,(Rubenstein et 'al. , "1971, p. had litened to it was found that46% of the first graders substantial radio the preceding day. There was found to be Do
s difference between boysand 'girls.. Radiolistening increased .7 Most listen with agewith girls-listening morethan boys. it is unsafe or to radio when ,ridingin the car or /when impossible to look attelevision. They listen on the 35) average of an tour aday. (SchraMirif et al"' 1961, p. Almost no 'one readthe newspaperwith any regularity: half are reading iteveryday in the;early grades,but by Schramm et al.' in the sixth grade. In the study conducted 0 three percent of thesecond gfaders read the newspaper
daily, while 57% ofthe sixth graders read itdaily. Acquaintanbe with magazinesbroadens as reading skills their magazine reading increase. Children typically begin P. They leaf through. with children's andpicture magazines.. Second picture journals beforethey read anything else. month while graders read an averageof .8 magazines per
(Schramm et a a sixth graders read2.6 magazines per month.
1961, p. 26) at a The reading of comicbooks begins, typically
0. looksat the pictures in a very early age. The child , \a sister or brothet. comic bookusually.bought by an old r from the newspaper to Often his parentsread comic strips read, -he uSuaIlv him.-* When he hithselfbecomei old enough to etal. (1971) reads newspapercomics first. ftbenstein
foun4'..fthat;132% of the firstgradersreaddomic,1,1bOOktrwith siXtil grade 35%rea.d boys reading morethan gifis.In the 32% read five or more aweek. no comicbooks* whale The average ch reads'three to' four books per more. Boys:, five percent rea8104, and 17% read seven or
are usually-heavier, readers..than most- children Books ai.e the firstmass media with which stories their parents become wellacquainted; This is through Story eading remainsimportant read to them frompicture books. they themselveslearn to to childrenuntil sometime after t-61;find books he canread for read. Then a, child lskrns p. increases from grades himself. Tkamountof book, reading of booksread in at_ month one tosix. The aveerag number read more thanboys. is two tothree. Giris*are found to adolsSCents. Younger children arefound toread morethan This could be dueto shorter books. (Himmelweit,' 1958) If too much time seemsto be devoted totelevision, to insure a balanced other activitiesshould be encouraged where parents let it individual. Telsvision is a problem becomeInd remain a problem. The influence of the mass
media must filterthrough the family: 6,7
The purpose of the study was to deterMine the influence
Of, gradelevel sex, other'mass media, and outside intetrests on the viewing habits of boys and girlsin grades ones through six. It Was determinpd that the ,needed information could. best. be'. obtag.nsd' by using :,a sUrvey questionnaire anddaily aided ;program recall 4st s .
. , TheThee idea of the study was disCussed with theiniinoiPal'-of select`Northern Indiana school: was invariably' given to conduct .the study. Parents of children in grades one through six wereinformed of the study bymean of a 0 letter. A meeting was conducted wit1 the involved school personnel to disCuss the objectivesyand. mannerisms of the research._ The 'study was conduCted,for a Period of one week during
February of 1975. The worq#ib. tbe,Oildren consisted of two sections, SUrvey qued*Onnaires used A() obtain the bulk. of the desired information were completed by369 students.
P The number of students completing the aided program recall lists varied each day, due to attendance. (See Tables A and B' for grade distribution and daily diptribution for recall lists:) In g es one wand tWo the interview method was- used in completing the que0ionnare because written instructions and spontaneousanswers would.have,proved too.difficult for 4 all but the brightest students. Children in grades three, through six were grouped by grade level andgiven detailed oral instructions. These children wrote their own answers to O the questions under the conditions ofanonymity. The questionnaire consistedof open and closed questions.
Closed questions required the child to select answers from O a number of prepared choices. Question's concerning necessary general information about the children were asked..Items concerning the existence and placement of television sets within the home were included: Children were, questioned abput their specific habits. This involved items dealing.with reasons for watching television, personswith whom they view, persons who control theselection of programs, and the
selectivity they are able to exhibit. From a slist of various . activities offered, the children chose three astheir favorite after school interests. Iteainvolving the children's
use of other mans media wereincluded. From a liit of mass media they were to choose the one they would miss themost
if all but one were taken away. There were two open questions which extracted a Tree reply from the children. They were asked to name their favorite television program and tostate
their usual bedtime. .The second section of,the work with the children
consisted of aided program recall lists. .These were used -44°
'determine'the amount of viewing and typical patterns of if -hour of the day Instructions of viewing .accordingto each lists were given orally on administeringthe program r call to and in writing to theinvolved faculty, as they were 'administer the Usts daily. On each day thechildren would
'be given a list of allthe programs availablefor viewing designate the On the preceding day.They were asked to The recall programs or partsof programs which theyviewed. lists commenced on Wednesday,Fibruary 19th-and Continued If no television through the followingTuesday, February 24th. day, this was to beindicated. wasviewed on'the preceding Data received from the surveyquestionnaire was transferred computer. to IBM sheets'and thenanalyzed by means of a Inform*ion-received from theaidedprogram recalllists into was tallied-bytime of day. It was then analyzed amount of viewing andtypical patterns of viewing. They On the whole,.the childrenenjoyed the process. were mostly at an agewhere they felt at easeand like
giving their opinions. CHAPTER
DATA ANALYSIS
Children are often seen as voracious,unselective- viewers who spend all of their freetime in front of
the television set, and who canbe coaxed only with great
difficulty into going outside toblak: having their meals, 4, or going to bed. }ow much truth is therein thisimage? HoW much-Jimdo children, in fact,sperid in viewing? In what ways does this differfrom grade level to grade level and between boys and girls?What are some of,the circumstances
that limit wilewing or promoteit? Does( the parent step
in and restrict the child'sviewing hours or is thechild able to exhibitself-limitations?Do children have pronounced likes and dislikesin televiiion programs?
Do they show enoughdiscipline to stop watchink a program
if it .does not interestthem? Due to the amount of televisions present in the hometoday, is there still
f? conflict among family membersfor the.control of the, set?
Are ehildren's outsideinterests and their use of other' 'mass media influenced. by the use oftelevision?
This study revealed that children usetelevision
much of the time as atime-filler* As Table 1 shows,
the majority of thechildren 'Watched beciuse of special , programs on whichthey had a desire towatch. This was
true for all gradelevel's. Few of the children watched TABLE 1. PER CENT OF RESPONSES INDICATING REASONS FOR VIEWING TV. BY GRADE LEVEL Grade Level fr ReadonNothing for else viewing to do ° 5 MostNeverSometimes of the time 5140 9 431839. . 534o 7 136126 ,10 1674 1479 7 Think I can learn something Most of the time - . , , . _29 12 Special program I want MostNeverSometimes of the time - to see 16562971 ° . ' 11 573261 -6o3278 8 56166618 6466 7 7481: 2 sometj. Never '-m4p , --- , 27 2 30 9 .. 22 0 42 ' 33 - 25 1 TV is already on Most of the time 11 - ° 31 2 23 I ' 16 To put things MostNeverSometimes of. the .time ,off 251364 313930 .. 224:7 . 19 4536 - 49 1628 , ' 2955 9 .=,.. SometimesNever 4443 061 30 9 ° .18'3745 444016 . 4638 ' 3853 TV relaxes me idostNeverSometimes. of the time .13 6 4 -34 39 5338 - 4411.45 4538 3o Watch 'miore than planned MostTievrSometimes of the time `23"336o 7 ` 48273§13' .14149 90 4552 175638 6 3925 5 ° television to put things off. More of the younger children than older children watched more television than they planned
to watch when viewing began. In order to discover'the actual amount Of viewing done
-----bychildren,an aidedprogram recall, list was employed. Table .2 illustrates that the average child viewed about 3.7
hours of television per day:
TABLE 2. AVERAGE NUMBER .OF TELEVIEWING HOURS PER DAY BY SEf
Day of the week Boys Girls Total
Monday 3.1 3.1 Tuesday 3.0 2.9 3.0
Wednesday 4.9 4.6 4.8
Thursday 3.2 3.3 3..3
ti Friday 3.4 3.4 Saturday - 4.8. .4,4 4:6
'.Sunday 4.3 3.4"' 3.9
Total,Average 3.8 3.'6 3.7
When this,is averaged per week, it amountsto 25.9 hours,
as is noted in Table:3.'Rowever,..the detailed daily number pbo .04 . of hours in-Table4,/illustrafed.thatNpere-was 'Considerable difference between grade levels and some differencebetween ° boys and-girls in the samp'grade level. TABLE 3. AVERAGE. HOURS OFTELEVIEWING PER; WEEK BY GRADE LEVEL AND- SE k
Grade Level 'Boys Girls Total
1 25..3 :22.4 23.9 2 28.1 /,24.9. 27.0 24'.3 24.4 24.4 3 . 4 .27.5./ 27.2 27.4 5 29.7 26.3 - '28.0 6 25.2 25.9 25.6
J Total Average 26,7 25.2_. 25.9 111.
On the average, boys tendedto view slightly more
than girls, but thedifferefice was not Oignificant. -Itis important to'remember thataverages in viewing time do not necessarily mean thatall children are clusteredclosely far under or far a the average but there may be large groups
above -the average. Saturday viewing averages fromone-half to two
hours longer than the.other(lays of the'week.' Sunday , 'viewing averages from one-half to oneand one -halfhdure , I longer. It is interesting to notethat Wednesday viewing seems to encompassthe largest averages. This was perhaps dub to-the fact that Wednesday wasthe first day' the children cOmpletedlthe aided program recalllists and perhaps over- . reacted. As h4s been stated, Saturdayand. Sunday viewing.is
usually longer than weekdayviewing. ZaturdaY viewing
, TABLE 41 ,AIDED ./ RECALL ESTIMATES OF VIEWING TIME BY GRADE AND SEX ,Estimate -in hours . F. Saturday .Sunday Weekly Grade 1 Total Sex"F M (23-20)(30-25) ---- N Monday. Tuesday 2.82.72.9 2.52.5 Wednesday 4.3,3.84.7 Thursday -3.33.o2.6 Friday 3.02.83.1 5.14,16.1 3.43.03.7 22.425.323.9 2 ) M (22-16) 2,-93.2- 2.13.1 4.5 3.53.3 3.63.0 5.0'5.o °4.3 3.9 -28.1 24.9 TotalTotal - FM (2347)(33-27)(36-31) 3.13.03.22-.T 2.72.63.12.9 5.14.8 -, ,2.7 3.13.4 2.93.23.33.1 4.45.04.34.1 4.13.4'3.03.7 26.524,424.424.3 JFM (31-28)(32-28) 3.32.7 '3.0 3.3 5.45.1 3.33.13.4 4.04;o3.9 4.8-4.54.7 * 4.84,13.4 '27.2.27.427.5 .TotalTotal FM (42-27)(43-33) 3.03.53.23.8 3.43.2:-3.6'`3.2 5.35.25.15.3 . 3.73.63.8 4.o3.93.7 4.04.8 3.34.74.o 28.026.329.7 Total Total FMM (39-35)(40-34) 3.13.43.53.3 M.3.22.93.o 4.23.74.94.0 3.63.4-3.23.2 3.43.63.2 4.84.34.54.1 4.34.1,3.74.*5 25.9,25.226.725.6 * Attendance varied-over the seven days Ftal 3.1 3.,02.9 4.64.8 3.3 3.4 4.44.6 3.93.4 26.0,25.2 varies greatly with individuals, buts Table4shows, youhger children view more than thebider dhirdren.
Thi. is a result of SaturdUyMorning programming consisting mainly of cartoon. \ The heavy viewing time for children beginsabout an hour after school and latsuntil their respective
bedtimes. As the children grow older, their bedtimes
move to later hours. So, also, do their teleyision times
lengthen'out. There is,a close correlation between television time and"bedtime.Younger children usually repckted earlier bedtimes. First giades were retired -
by 8:00 P.M. By third grade the bedtime had moved to 9 :00 and the sixth grade children hadbedtimes of 9:30
or 10:00._ '(TableC) Sunday viewing is scattered throughout the day- , but the heaviest-viewing.for all.leVelS andseJE.grOurar!,
occurs between 'the hours of6:30 and -.4.30 in the evening.. Saturday viewing is likewise scattered throughoutthe.
day. However, for the younger bhildren, especially ,grades one through three, the heaviestViewing time Ofthe
day is the forenoon houts, due totheirpreference for
cartoon programs. Sixth graders viewed the heaviest during the early evening hours, with the heaviest viewing- , around. 8:00. Weekday viewing was dividedinto two parts foranalyzation.
O 5/
V
The area in which the school is located changed from EDST (Eastern Daylight Savings Time) to CST (Central
Standard Time) during the weels of research.Wednesday through Friday viewing patterns were grouped with the children on EDST.Monday and Tuesday viewing patterns were grouped with the children on CST. Viewing for younger children was heaviest during the hours
lts immediately after school and the hours immediately
following the dinner hour. Most of the younger children had ceased viewing by 830. The older children viewed
also after' school, although not' in as heavy amounts. Their heaviest viewing time was after the dinner hour.
. "(Figures 1 through 24 in the Appendix give detailed
information on typical viewing patterns of the children)
Viewing is very much-a family affair. As shown
in Table 5 younger children.9.1most invariably watch television with either parents or siblings: As a child
gets older he begins to vie*/ television with his friends,. although not to a great extent.. Children also watch
less television alone when they are younger. Among the first graders, 27% reported never watching television
alone. ..Among sixth graders, only 5% never watched
television alone. Viewing with friends had even greater
margins of difference. Of the first graders 42% said
they never viewed with friends, while only 13% of the
sixth graders reported never viewing with friends.
az1 Table 5. Persons with Whom Children View Television Distribution by Grade;Level Grade revel
1 4 5 6
Brothers and sisters
. . Wiest 58 50,% 51 42 53 49 Sometimes 38 43' 41 53 36 43 Never 4' 4 7 '8 5 11 8
Parents Most. 51 61 51 42 .41 29 Sometimes 47 32 44 56 56 69 Never 2 6 5 2. 4 2
Friends Most 16 16 10 10 4 1 Sometimes 42 55 66 76 68. 86 Never 42 29 24 14 28 13
Alone 0 Most 31 32 15 29 12 17 - Sometimes 42 59. 62 56 78. 77 °Never 27 9 23 15 10 6 0
Other factors may influence the amount ofviewing and
the program selectiolls a child isable to make. When asked if,
they were allowed to viewany program they choose, the majority in every grade level reported yes,'most of the
time. An average of 59% reported this choice. An average of only 4% reported they were neverallowed to choose their own programs. (See Table D)' Other members of the family and the number of sets
also influence the choices a childis able to make in
program selection. When different people in the famy wish ? to watch different programs, youngerchildren reported that the father usually made the debision. Children in fifth and sixth grades reported choicesmade'in a more democratic fashion. They mentioned such ways as picking straws, voting, taking turns and drawing names. Results show children can exhibit selectivity of their own if they dislike a program. 'First graders reported that 49% of them leate the roomand, do not watch the program. Second through fodrth graders usually watched the program anyway. Fifth graders stated this was not a prpblem because -*ere were enough televisions to satisfy everyone's needs. Sixth graders were also more selectivein their viewing'and left the room though not ines great a majority as\the first graders. (See Table, E) When discussing the number of televisionsin the hors of the efildreng it is interestingto note that there is an average of 1.76 televisions perhome. The majority of the homes reported one ortwo sets in the home. An average of 16% of the children had "three sets in their homes while only6%.reported four or more.
(See Table F) Most of these sets were found in theliving room or
family gathering This is similar to information found_in other studieb.As the child grows older there
is more chance that there would be .atelevision in his
bedroom.Only 7% of the first graders had televisions in their bedrooms, while16% of the sixth graders had televisions located in their rooms. Almost all of the children said theyhad particular programs theywatched everyday. In .grades one and four all children responded affirmatively. The smallest number reporting noparticular programthey viewed every
day was Of the fifth graders. In order to obtain a generalpattern of preferences,
the children were 'asked tolist:their favorite program.
The distribution of choicesfor the most popular programs
is, shown in Table 6. This table shows a number of interesting findings.. Contrary to findings byHimmelweit et al. (1958), these children did not choose themajority of their- favorite programs fron eveningtelevision. Many of the program selections werecartoon shows or situation comedies.
In generalizingthe younger children showed mcpresimilarity in their seleCtions. As the children grew older their program,breferences grew more diversified.
The favorite program among bothfirst and second graderst\regardless-of sex was Bugs Bunny. The percentage
declined from first to secondgrade but the favorite
,remained the same. Batman was an equal first choice for
boys in the second grade. Third grade boys favored Batman while the girls turned to a variety show,The Mickey Mouse
Club, 'Fourth grade boys remainedwith Batman while 32% 36:
TABLE FAVORITE PROGRAMS BY GRADE ,AND SEX (CONTINUED) ,
Grade r1
Boys Girls
Bugs Bunny 42% Bugs Bunny 52%
Batman 11 Gilligan's Island 13
Gilligan's Island 13 Walt Disney 10
//MickelMouse Club 9 Dr.. 8u6lit 5
Wild Kingdon Little House on they Prairie
Night Stalker Mickey Mouse Club
Little House .on the Prairie Police Woman
Six Million Villa Allegre Dollar Man
Laurel and Hardy TABLE 6. FAVORITE PROCIAMS BY'GRADE AND SEXs(CONTINUED)
Oracle 2
Boys Girls
Batman", 17% Bugs Bunny
Bugs Bunhy 1 Happy Days.
Spiderman 13 Bewitched
Get Smart 13 'The Rifleman.
Banana Splits Gilligan's Island
Gilligan 's Isla Bipmana Splits,
Little House on Sesame Street the Prairie Little House on the Family Classics 4 1, Prairie
Emergency Night Stalker
Speed Racer Spiderman
The Virginian Batman / Bozo TABLE 6, FAVORITE PROGRAMS BY GRADE-ANDSEX (CONTINUED)
Grade 3
Boys -Girls
Mickey Mouse Club Batman ; 26% Mickey Mouse Club 11 Little House on the Prairie Bugs Bunny 9 Night Stalker *6 Gilligan's Island 9 Nanny 6 Spiderman 6 Lucy 6 Three Stooges 6 Bugs. Bunny 6 Yogi Bear 3 Rifleman 6 Creature Feature '3 Tony Orlando and 6 Rifleman 3 Dawn
Adam 12 3 GetChristieLove 3
Flintstones 3, ---Ngoom . 3
Speed Racer 3 Gilligan's Island
Six Million 3 Happy Days 3 Dollar Mail Thetis MY Mama 3 It Takes a Thief 3 Truth or Consequences 3, Gunsmoke 3 Bonanza 3 Superman 3 Run, Go Run 3 ',Hogan's Heroes One Life to Live 3 Mac Davis Speed Racer 3
40 (CONTINUED) ABLE $. FAVORITE PROGRAMS_ BY GRADE-AND SEX,
Grade 4
Girls goys
-32% Batman 20% Little House on the Prairie -- Bugs Bunny 13 Li41Rascals -10
Spiderman 10 . - Bugs Bunny 10 Get Christie Love 7 Mickey MouSe Cldb' 10 Night Stalker 7 ,Rifleman 6 Six Million 7' Dollar Man I love Lucy 3
Popeye Lucas Tanrier 3 4 t, LittlegHouse on Match Game 3 the Prairie Bonanza 3
Abbott and Costello . Lone Ranger 3 Adam 12 3 Six Million 3 Green Acres 3- Dollar Man
Baseball '3 Emergency 3
Scooby Doo 3 .Spid9rman , 3°
Mickey Mouse Club 3 Night Stalker 3
Elvis Presley 3 NFL Football Rifleman
O
1
4 AND SEX (CONTINUED) -TABLE.6. FAVORITE. PROGRAMS BY GRADE
Grade 5
Girls . Boys 12 Li'l Rascals 12% Li'l Rascals 'Little House on -12 Football ! ' 7 . the Prairke Little House on 7 'Lucas Tanner 6' the Prairie o. Bewitched 6 Bugs' Bunny 7 Young and the,Restess6 Baseball 5. Costello 6 Cher Abbott an 6 5 Emergency Dollar Man Petticoat Junction 6 Emergency 5 Rifleman 3 NightStaIker 5 Money Maze. 3 Rifleman 2 Mickey Mouse Club 3 2 Land of the Lost Rhoda ' 3 Get Christie Lave 2 Night Gallery 3 Abbott and Co6tello 2 Police Woman 3 Police Woman 2 Six Million 3, Dollar Man Ironside 2 Jerry Kurdys Polka 2 Nanny, 3.. Marcus Welby, LD. 3 Movin' On 2 Mickey Mouse Club 2 Tony Orlando and. 3 Dawn, Speed Racer 2 ;Jove Lucy 3 SWAT 2 Gilligan's Island 3 Sports'Spectacular 2 The 1Jefferbons 3 Gilligan's Island 2 IU Basketball 2 Bonanza .2
0 0
"Va TABLE6. FAVORITE PROGRAS BY GRADE AND SEX (CONTINUED).
Grade 6
13 s Girls Football. 18% Happy Days 18% Basketball 10 Little House on 13 the prairie .Happy Days 10' ',Love Lucy 11 Night Stalker 8 Gilligan's Island 8 Baseball 5 1 Lucas Tanner 8 Six Million 5 2 Dollar Man, Bewitched .5 Movin' On 5 Rhoda 5 Night Gallery 3 Wide World of Sports
Hot L Baltimore 3 .The RifleMan 3' 0 S.W.A.T. 3 .Bonanza 3 That's My Mama*f 3 MASH 3 Rockford Files 3 ZOOM 3 Bewitched 3 Movin' On a3 Good Times 3 The Walt'ons' The Rookies 3 Tony Orlando 3 Tand Dawn Abbott andl9stello 3 MASH Walt Disney 3 Good Times 3 Hockey 3 Superstars 3 Little House on 3° the Praitie Medical Center 3 Emergency 3 Gilligan's Island 3 News 3
43' 9
.6 0 of the girls selected Little House onthe Prairie. Both fifth grade boys a d girls chose asituation comedy,
Li'lascals,, as their favorite program. Situation
, comedy gave the sixth grade girlstheir choicei Happy Days.. Boys in the sixth grade turned to sports,with footbaLl programs their favorite. In general differences in taste betweenboys and gir16"became,'- more marked as the children grew older. The choices of the younger* boys and girls wererather similar. Choices in types of programs also reflecteddifferences.
As shown in Table 7, cartoons were theadominantfavorite among both sexes offirst and second graders. Their other main choices included situation comedyshows and actionr adventure. Third. graders favored situation comedy; as a main choice among both boys andgirls.° Boys also chose "\- actAn-adventure and cartoons, while the girls specified varitey and drama Of the fourth grade boys, 30% listed9artoon.programs as.their favorite type of program, although20% gave Batman
their favorite program choice. TheSe boys also favored action- . adventure and police-mystery programs.-Fourth grade girls
chose drama. They also gave choices -to situation comedy, westerns, and cartoons though not in greatmajorities.
Fifth grade boys preferred drama, sports andsituation
comedy. The girls chose situation comedy, drama, and
variety shows. TABLE 7. -CHILDREN'S VIEWING OF TYPES OF PROGRAMS By GRADE LEVEL AND SEX IN PERCENTAGES . a , 'Grade Level ° 1 -F aM 2 3 F M : 4 F.. '4 IC 5 F ° . Action-adventure 21 0 30. 37, 0 c . 6 5 0 . 0 0 a Cartoon 42 63 43 38.3 20 1`212 :. 2730. 13. 12 0. .0 0 ..,1 Educational.Dfama O ., 5 5 90 5 30 ° 0 03 35 0; .1-5 0. 31 0 26 0 29 FamilyGame showadventure 4O '(C) 4 0 0- 0 0. 0 0 q3 3 Mystery-palice drama 4. 50 '0 0 50 3 = 3 0 80 ,0 b 17- - News 0 0 0 0 d 617.0 3 c 0 0 0 Situation comedy 17 16 9 29 17 244 7 13, 17.:47 0 28 ° 53 .SportsWestern O0 0 - .04. 90 60 93 73 13 0". -20 5. 3 0 -36 5;5 Variety0 Total, loo leo 8 5 too ido .loo loo 0 5 , 14 30 loo loo. 100 7 10 10. A.3 o0 . 100 100 0, 3 e TABLE MAIN CHOICES OF AFTER SCHOOL ACTIVITIES BY GRADE LEVEL a 1' 2 3 Grade Level 4 , 6 .Read a book 2% 0% , 0% 5%5. "6% ListenListen to to the records radio 0 5 1012 10 8 if7 10 0 WatchDo house television chores 22-2 -.55 41 1 40 2 36 5 23 1 Woi.kGo to on club a !lobby meetings. 15 0O 07_ 43 11 0 15 0 16 0 GoTake to thea walk movies 0 0 1o7 '3 0 3 30 RidePlaj a with-bicycle friAnds . 2 7 If 5 11 5 ,19'14: Do homework Totals 100 49 8 100 25 100 100 10 100 9 100 8 Sixth grade boys listed sports programs astheir choice. Situation comedy was also a major preferencewith police-
mystery and drama also chosen. The girls selected situation comedy and drama. It is interesting that few children choseeduational
programs, talkrshows, news programs, orgame shows. Even though television is a favorite pasttime of
children it was not always the firstchoice given when
-children were asked what threethings they like to do
r best 'after school. tf the .first graders', 49% would rather play with their friends astheir first choice.
Table 8 shows that the children'in theother five grades listed television as their favoriteactivity. The only other activity chosen with any significant number was
- working on a hobby.Few choices were given to taking
a walk, going toclub meetings, or reading a book. In the Appendix is found a number of tables(Tables H Here will . to M) on children's use of other mass media
be recorded a few noteson children's use of the other, media.. The printed media are gaining steadily as achild grows
older. Almost no one read the newspaper with anyregularity in the earlyrades, but 25% are reading it several days a week in the sixth grade. The amount of magazine reading
-show6 a steady rise. While 77% of the first graders read
no magazines, only16% of the sixth graderZjead none. 17
47 This may be compared to 42% of the sixth graders reading
four or more magazines in the last month. The amount of book use rises between the second and
sixth grade. Homework is not introduced until the third grade and then remains quite minimal Comic book reading is highest among the younger
children. The majority of the first graders reporting comic book reading noted that they either just looked at
the pictlii-es or had the comics read to them. While only 17% of the sixth graders read four or more comic books in the last month,*this total included 36% of the firstgraders,
.The bulk of the comic book reading seems to occur during the second grade, with 50% of the children reading four
or more comicbooks each Mlonth, Radio listening and movie-going are not extremely,
popular Media. Most children said they listened to the radio while doing other thingsor riding in the car. Few of the children attended movies at a theater very often.
This may be influenced by the,fact that there. is not a
theater located within the city.°
It is quite evident that television plays a major
part in the lives of these children. As shown in Table 9 when asked which media they would miss the most if all
. media weretaken away eccept for onel all grade levels overwhelmingly choseteleVision.
TABLE, O. MEDIA WHIbH.WOULD BEMISSED THE.MOST - DISTRIBUTION BY GRADE LEVEL
Grade Level
Media 4. 5
8% Books 4% 11% 1% 2% 10% 4 0 Newspapers 0 2 0 0 15 22 Radio 2 .2 9 6 84 79 62 60 Television 82 - 66 0 1 Magazines 0 0 0 0 11 11 4 10 7 5 .Oomic Books 7 1 3 0 5 Movies 0
The final picture of theinfluence of television illustrates that effects occurin different aspects
of a child's life. At best, television canimplant widen informtion, stimulateinterests, improve tastes, and the range of thechild's experience so that hegains some understanding- of peoplein other walks of life. This will
make him lessprejudiced and more tolerant. At best, child's less wotth-whileactivities, television can reduce theN% while leaving the moreworth-while ones intact. At worst, on the otherhand, viewing can lead to a k.,) reduction in knowledge, keep children from relatively worth-while activities, and implant or accentuate one- sided, stereotyped value judgments. While the majority of children are not drasticallyaffected, it must nevertheless be remembered that each minority grouprepresents a
large section ofthe child population whose needs must
be considered. 'CHAPTER V
SUMMARY' CONCLUSIONS RECOMMENDATIONS
uMmary and 'Conclusions
Research indicated and was supported by data that the viewing habits of children in grades oneLoughsix is influenced by a number of factors. It is evident. that children spend more time viewing television,than any other leisure activity. Children iri this study,viewed television for an average of about 3 7 hours per day, or 25.9 hours per week. There appears to be less conflict over control in multiset homes.. ,Childrenview m re telcvision.on week-ends than during the week. Younger c ildrenreported dheaviest viewing times after school ap.d in .eatly4veningsdue to.earlier bedtimes. Older childrenrept4tedheaviest viewing after, the dinner hour''with later bedtimes. Viewing remains to be a family activity, with few
Childrefi viewing with friends or alone. Children are able tt exhibit someselectivi4if Vere is-a program on television for which they do not care.
Many children had distinct program preferences and these became more varied as the child gew older. Types of 11 programs preferred were also diversified. EVen though television is a favorite pasttime with children, it is not always their first choice of activities. 9.
,Children are found to use other mass media; but not to
the extent to-which.they make use oftelevision.
Recommendations
"V,
It is recommended that some intensive long-term studies of.television in the lives of children be,undertaken
byresearchers. It would be of the utmost use to broadcasters, parents, schools, and counselors, and would have extremely'information on which to base a
wise national policy for broadcasting in sofar as that
applies to children's television. It would be good
for program6. It would be good for children.
o. REFERENCES.
O Abel, J.D. Family Type Influences on Child Television December, 1972. (ERIC Document Reproduction Service No. ED 072 477). Barcus, F.E. ."Concerned Parents Speak Out onChildren's Television," ,Action for Children's Television,Bofto4, Massachusetts, 1973. BeiChtel, R.B., ArchePohl, C., and Akers, R. "Correlates Between Observed Behavior and QuestionnaireResponses on Television Viewing," hildren's Use of Television and Other Media, Los Angeles: University of California, 1960, pp. 258-274
Bower, R.T. Television and the Public. Chicago: Holt Rinehart, and Winston, Inc., 1973. BroadcastinkYearbook,'1974, p. 68.
"Children's Television: SlOw Learner; InternationalSurvey;" Saturday Review, August 21, 1971, p. 48.
Christensen, R. Television: Tiger by the Tail. In. Association for Childhood Education,-Childhood and Television. WaShingtont D.C.: Association for Childhood Education, 1967.
Feeley, J.T. "Television and Children's Reading,"Elementary English, January, 1973, pp. 141-148.
Foundation forCharacter. Education. Television for Children. Boston: T.O. Metcalf Company, February-,1962.
Galonoy, T. "And Now - This TimelyMessagey" In Littell, J.F., Coping with Television. Evanston, Illinois: McDougal, Littell and Company,1973, pp.0199-204. -1
Garry, R. "Television's Impact on the Child,"In Association for Childhood Education, Childhood and Television.Washington, D.C.: Assocaition for Childhood Education, 1967, pp. 7-13.
Himmelweit, H.T., Oppenheim, A.N., and VinceP. Television and the Child. New York: Oxford University Press, 1958.'
53 Johnson,-N. "Black-onWhite TV," In Littell, J.F., Coping with Television.Evanston, Illinois: McDougali,Littell and Company, 1973, pp. 21-23.
Kaye, Evelyn. The Family Guide to Children's Television. New York: Pantheon Books, 1974. Lazarus, Arnold.. "Pupil's Television Habits," Educational Leadership, January, 1956, 16.
Leifer, A.D., Gordonand,, N.J., and GravOs: S.B. "ChildreWa Television: More than Mere Entertainmenti" Harvard Educational Review, Mar; 1974, pp. 213-245.
Liebert, R.M., and Neale, J.M., and Davidson, E.S. The Early Widow: Effects of Television on Children and Youth.-'New York: Pergamon Press, Inc., 1973.
Littell,,J.F. Coping with Television'. Evanston, Illinois: McDOugal, Littlee andCompany, 1973. Longstreet, Betty, and Orme, Frank. "The Unguarded Hours," In. Asociation for Childhood Education, Childhood and Television, Washington, D.C.: Association for Childhood Education, 1967, PP. 45-49.
Lo Sciuto, L.A. A. National Survey of Televi6ion ViewIrig Behavior, Institute for Survey Research: Temple University, pp. 33-86.
Lyle, Jack. Television in Daily Life-: Patterns ofUse. , In RubeneceiA, E.A., Somstock, G.A., and Murray, J.P. Television and Social Behavior Reports and Papers Volume IV: Television in Day - toDay Life. Rockville, Maryland: National Institute of Mental Aealth, 1971, pp. 1-32..
Lyle Jack, and Hoffman, H.R. Children's Use of Television and Other Media, Los Angeles: University of California, 1958, pp. 129-256.
Orme, Frank, and Longstreet, Betty. Television for the Family: 1967 Edition. Los Angeles: National Association for Better Broadcasting, 1967. Rubensteint.E.A., Comstock, G.A., and Murray, J.P. Television and SoCial Behavior Reports and Pa ers Volume IV: Television in 'ay -toDay Life. Rockville; Maryland: National Institute'for Mental Health, 1971.
54 Schramm, W.,Lyle, J., and ParkerE.B: Television in the Lives of Our Children. Stanford, California: Stanford UniversityPress, 1961.
Searty, Ellen, and, Chapman,Judith. The.Status,of Research in Children's:Television,Washington, D.C.: Interagency Panel on Early Childhood Reaearch andDevelopment, January; 1972. (ERIC Document Reproduction Service No. ED 086 31).
Seldin, J.J. "Saturday Morning Massacre," Progressive, September, 1974, pp.150-52.
Shayon, R.L. Television and'Oull'Ohildren. .New York: Longmans, Green and Company, 1951. .
Starkey, J.D., and Swinford, H.L. Reading: Does Television Vieing Time Affect It?; DeKalb, Illinois: Northern . Illinois University, 1974. (ERIC Document Reproduction Service No. ED 090 966).
Steiner, G.A. The People LOOkat'Teleirision: A Study of Audience Attitudes, New York,:' Alfred A. Knopf, 1963. Surgeon General's Scientific AdvisoryCommittee' on Television --,And Social Behavior. (Report to the Surgeon General ., United States Public Haalth'Servi,2e) Television and Growing, Up: The Impact of Televised Violence, Washington, D.C.4 U.S. Government PrintingOffice, 1972.
a Swenson, P.AL, "Parents, Their Children andTelevision," In Association for ChildhoodEducation, 'Childhood and Television, Washington, D.C.: Asociaton for Childhood Education, 1967, pp. 51-55.
Television '65. A Nielsen Report,A.C. NielsenCompa4, 1965, p.15.-
Witty,: P.A. "Two Studies of Children's Interestsin TeleviM.on," Elementary English,May, 1.1952, pp. 251-257.
Witty, P.A. "Televiewing by Ohildi.en and Youth,"Elementary English, February, 1961, pp. 103-113.
Witty., P.A., and Kinsella, P.J. "Report on Televiewingi 1961;" Elementary English, January, 1962, pp. 24-
D5 D
Witty, P.A. "Surveys of TV, 194971962,"Sducation Dif%st, January, 1964, 37-39, o 0, Witty, P.A. "S6me Research on Television," In As66ciation for Childhood Education,. Childhood and Television, Washington, D.C.: Association for Childhood Education, 1967, pp. 15.
Wren, C.S..'How to Find the Live Ones on .Children's Television," Satruday Review, September 16, 1972, pp. 53-54. ' a
ar
cl
8
APIS'ENDIX
S
0
5-7 ,ne
TABLE-A. DISTRIBUTION OF SAMPLING BY GRADE AND,SEX
0
Boys 24 123 35, 41 39
Girls', 21 21 33 31 , 33 ,8
Total '45 44. 68 61 .74 77 369
10 0 TABLE B. DISTRIBUTION OF SAMPLING ON AIDED.PROGRAM RECALL, LISTS BY GRADE AND SEX GradeLevel I 14 1' F M 2 F F ,M 4 F , M F M -6 F .TOTAL MondayTue'sday 2730 20 23 2019 .720 23 3236. 30'27 130 28 3031' 40 39 2930 3630 3539 :t271. 348 Wednesday 26 .20 22 '234. a 32 30 30, 39 36 40 37 321 . 'ThursdayFriday 25;- 20 7 21 . 119 22 .2221 33' 027 31 30'30. 31 31 4342 27.33 3934 3839 34320 SundaySaturday 2625 -21 21' 1621 4,7:.22 32 45, 31 '28 28 3229 40 2930 si .37 34 3836 343352, .TABLE C.'BEDTIMES ACCORDING TOSEX AND GRADE LEVEL.
Grade Level 3 4 5 6 F M F M. F.M F M F M
7:00 8 5 9 0 0 0 o 0 0 3
7:30 23 9 0 '0 3
8:00 17 29 11 15 16 12 9
12 23 26 ,16 8:30 13 67 17 10 31 39 7 19 2
21 26 9:00 J 4.14 35 29-.14 15 37 13 27 27
29 32.27 2624 9:30 8 '14 5 9 15 27
6 15 9 .5 1 10:00 13 , 10 17
13- 10:30 0 0 3 10
. 0 °11:00 3 3 0 5.
V
11:30 5
12:00 0 0 444' ,,,,,,,,,,,,,,,,,, ,,,,,,
TABLE D.. PERCENTAGES OF CHILDREN ALLOWEDTO'CHOOSE. TELEVISION PROGRAMS BY GRADE LEVEL
Grade Level
1 2 3 sk 5
Chooses all the time,2O% 16% 7% 6% 10% 10%
Chooses sometime 56 50 °60 .58 60 66
Not often chooses k20 23 29 32 27 022
Never chooses 3. 3 3
61. CARE TALE E. COURSE OF ACTION TAKENIF CHILD DOES NOT FOR THE PROGRAM ONTELEVISION (Distribution by gi"ade)
Grade Level
3 4 %5
29 29 Watch anyway 41. 40 42
32 39 Leave the rooM 49 39 31 26 1 32 No problem because 7 20 29 32 39 :4xf'enough TVs
100°. iqo 100 100 Totals . 100 100 Il
TABLE F, NUMBER OF TELEVISION SE S INTHE HOUSE - DISTRIBUTION BY GRADE LEVEL
Gr dIevel
Number of TVs 3 4 5
69 57 38 41 27 31 0
24 30 38 37. 44 40
7 13 16 18 18 18
it+ Q 0 .8 5 11 11
Total 100 100 100 100 100 100 TABLE q.. LOCATION OF TELEVISIONS BY ROOMS OF THE HOUSE
(distribution in percentages by grade)
Grade Level
Rooms 3 4 5
Living room 53 50. 40 . 41 40 36
Basement 0 3 9 7 5 5
Your Bedroom 7 10 10 14 13 16 * Kitchen 2 0 3 6 4 3
Dining room 3 3 3 .5 1 4 Family room 13 13 6 11 11 14
Othei bedroom 23 *22 17 11 19 17
Portable 2 0 13 7 8 5
Other location 0 0 0 4 1 3 - TABLE H. IN PERCENTAGES PIUMfER OF BOOKS READ BY CHILDREN IN.A MONTH BY GRADE LEVEL AND SEX Grade Level Number of Books. 38 57 M' 3 7 13 F 13 M 5 F6 0 6 5 13 4% 2010 If9 10 0 14 6 21 3 1013 2513 18 8 1515 21 3 1018 - 38 8 10 5 .6513 81 5 5417,, 64 9 4723 2228' 1845 2439 5521 4421 Fr3 TABLE I. FREQUENCY' NEWSPAPER IS'READ BY ,. GRADE LEVEL ,AND SEX aN PERCENTAQgS Grade Level O Frequency 2 F M 3 F- M y F Ali 5 F M 6 F Every day 13 0 4 14 9 12 17 0 20 8 18 18 21 SeveralOne day daysper weekper week 43 9 30 0 2013 2213 .20 1215 2116 2.8.21 9 NeverNot oiten 7413 100 1775 5233 1723. ,24 33- 2327 1353 3320 45 9 37 8 1318' TABLE J. NUMBER OF MAGAZINES READ BY CHILDREN :N A MONTH BY GRADE LEVEL AND SEX IN PERCENTAGES Level magazinesNumber of 1 2 F M 3a Grade F M 4 F. 5 - - 79 M- F 76 57 48 26 30. 23 25 35 36 13 18 4.9 1410 2017 18 1317 1922 -10 15 1212 21 5 13 5 26 4. 1414 2017 12 9 3710 1322 19,5 30 9 5011 2133 'TABLE K. AND. SEX IN PERCENTAGES NUMBER OF COMIC BOOKS READ BY CHILDREN IN A MONTH BY GRADE LEVEL / Grade Lel:Tel a comicNumber books of ' 2 4 21 71p 17 M 19 F. 34 45M -F 3. 37- 25 M- F /0 48 66 .F64 4 10 .10 13 10 24 24'13 63 5 6113 3833 9 12 °- - 43 .28 10 9., 35 28 TABLE'L. CHILDREN'S ATTENDANCE AT MOVIES BY ,GRADE LEVEL AND SEX IN PERCEAAGES Number monthattendedthe last in of movies M F 2 M 9. 3 FGrade Level 4 M 5 F M 6 F . 1 movie movies 25 62 4357 1752 fdfF 3348 1446 4224 3737..47MP 9 2340 2458 3229 3651 movies 8 5 20 18 10 16 - 13 9 24 8 5 4+3'movies movies 13 9 14 11 9 12 .°10 25 3, 18 $ 3 35 O "sb TABLE M. . CHILDREN'S USE OF THE RADIO GRADE.LEVEL AND SEX IN PERCENTAGES Grade Level 1 2 . 3 4 t 5 6 Hours of Listening 0 houts DIF8 24 22 M 33 F ( 26 M . 15 F 10 M 25 F 15 M 24 F 16 M 26 F 21 hourshour -17 71 4329. 52. 9 1443 43 9 30-30 .47 23 . 47. 9 33 55 18,40 3621 4+3 hourshours 17. 0 10 0 23 0 1212 17 3 16 3 13 8 1A 5 0 .16 11 10 CY.
TABLE N.' FAMILY PROGRAMDECISION-MAKING BY GRADE LEVEL IN PERCENTAGES
, - Grade Level
Who decides 3 4
I do 16 16 26 '15'
Dad 36 45. 35 /'27 19 18
15 6 Mom 1& 18 13 16
Brothers and 16 7 13- 151 15 14 sisters
Other ways' 27 14 21 16 36, 51
71 - r TABLE G. NUMBER OF HOURS SPENT ON HOMEWORK BY GRADE. LEVEL AND SEX IN PERCENTAGES #r" 1 2 3 Grade Level 5 Number of hours 100 100 M F 100 M 41A) F 17 M 18 F -M 3 F0 M5 F3 11 23 0 0 0 0 1757 5515 ,57 23 4144 4530 . 2152 3234 2641 - 3 93,, ,10 7 13 3 18 3.12 12 18 5 5 tic
% of100 children viewing First Grade 907080 604050 zIr 203010 __A111111111111k 10 --Boys°10:30 Viewing A.M. 11 11:30 12 12:30 1 1:30 P.M. 2 . 2:30 3:30 4:3016 Figure------Girls' 1. Viewing(continued) Total Viewing Typical Patterns of Children Sunday .Viewing by Half-hour-of'the'Day. % of100- children viewing First Grade. (continued) 90.7080 "IV ri 6050 VS, 4020-30 10 7t30: 8 83.30 10 10:30 11 11.111 5:30 Boys Viewing 6:30 P.M. 9:30: .Figure 1. Girls' Viewing Total Viewing TypiCal patterns of Children's Sunday-Viewing by Half - hour of the Day. % of100 children viewing Second Grade yo90.80 4o506o 3o1020 ft 10 10:30 ---Boys° Viewing A.M. 11 11:30 12 12:30 1 1:30 P.M. 2 2130 3 3:30 4 4:30 Figure 2. (ontinued) --Girls' Viewing. Total ViewingTypical Ttterris of Children's Sunday Viewing by Half-hour of the Day. % of100 children viewing -Second Grade 907080 4o6o50 203o10 5: 30 --Boys' Viewing 609 7 7:30 P.M.8 8 :30 9:30 ' 10 - 10:30 11 Figithe 2. ---- Girls' Viewing Total ViewingTypical Patterns of Children's SundaY Viewing by Half -hour of the Day. % of children ywAwing Third Grade
10 10 10:30 11 11.30 12 12:30 1 1:30 2. 2:30 3 3:30 4:30 ------Girls' Viewing. Boys'Total Viewing Viewing P.M. Figure 3. continued) Typical Patterns of.Children s Sunday Viewinkby - N Half-hour of the.Day.'. % of children viewing Third Grade -100 9080 4- 6o5o 4o3o20 1QPs 5:30 6 6:30' ' 7 :30 8 ..8130e 9 '9f30, 0 10:30 11: Figure------3.------Girls'Boys' ViewingViewing Total Viewing Typical Patterns of Children's Sunday Viewing by Half-hour of ithe Day. % of children viewing 'Fourth Grade 100 1
10 10:30 A.M.- 11 11:30 12 ..12:30 1 :30 P.M., 2 2:30. 3 3430, 4 30 : Girls' Viewing, Figure 4,'(continued)' - Total Viewing Typical Patterns of Children's Sunday Viewing '4" by Half -hour of the:Day. f children viewing Fourth Grade
6: 30 8 8 30 9 :A9:30 10 7 30 P.M. , Figur,e 4.- Typical --- Boys' Viewing - Girls' ViewingTotal Viewing' Patterns of Children :'$ Sunday Viewing by Half-hour of the Day. %.,Of c vie ing dren Fifth Grade 100 80-90 O 607050 10:30 11 11:30 12 1200 "1:30 2: 3:30 - .1ramela. 4:30 ------u- -z---'-`Boys" Girls' Viewing P.M. %Figure (continued) 5. to Total Viewi g Typical Patt rns of Childrerils Sunday Viewing by Half hour of the'Day. 100 .Fifth. Grade . 908 - 607050 2030%".10 A 5: 6 6:30 7:30 P.M. 8 :30 10 10:30 -11 Figure 5.------Boys' Girls'Total ViewingViewing Typical Patterns of Children's SundayViewing Viewing by Half-hour of the pay. % of100 children viewing Sixth Grade 90:7080 -,r .50 4060 '30 2010 ,tr 1.0. 10:30 -11 11:30 1:30- .2 2:30 ---Boy-el Viewing- Girls'AriewingTotal Viewing P.M. igUre (continued) 6.--Typical2Patterne of Children - Sunday Viewing by Half -hour of,: the Day. % of children viewing Sixth Grade 90 o oaboomocew 80 \11,M111., -""
C. # * 9 09:3o 10 :3© 1 5 5:30 6:30 7,30 P.M..a 8:30 ; .7 7 lo figure. ---7"--Girls'-car Viewitig Tot\alyiowingtrpical P,atterns hewing f Children's Sunday Viewing by Half-hour of the DAy. f Children viewing First Grade. 100 90 a 7cr80 t 60,5cC 4 3or.20., -:10 2:3o ,3:30.9 4 4:3o 5 r 6 6:30 7 8:3 9 9:30 10 10:30 --- 11 v....F. 5:30- P .M . 7f:30 , TotalBoys'Girls' Viewing Viewing *AnFigure7. avrage:_of'Monday.and Tuesday viewing while on Central Standard Time Typical Patterns. ofChildlien's Weekday* Viewing by Half-hour of 4e Day. dt f children viewing Seconci\Grade AOC_ 90 vs, 8060- °VI MI/ 4 405030 20 -Or :2:30 3:3Q 4 4:30 -A_5.00 4:30 7 7:30 8 8130 9 9:3o 10 10:30 ---- 'Boys'-Total ViewingGirls' Viewing Viewing .5 6. P,M. Figure* An 8. average ofMonday and Tuesday Typical Patterns of Children's Weekday Viewing viewing while on Central by Half-hour.Standard of the Time Day. 4 % of children viewing Third Grade 100 9G80 1 70506o _ 40203a lo 11, 5 :3o 6 8 30-.9 9:30 10 10:30 31 -2:30 ------3:30Boys' Viewing. 4 4:30 600 7 .7r30 P.M.. 6 Figure 9.. ,Total. ViewingGirls' Viewing Patterns of Children's Weekday. -Viewing by Half -hour of the Day. *. * An average of Monaay and Tuesday viewing,while'on Central Stdhdard Time o of children `viewing op. . Fourth Grade loo 9a70 405060 ""*"",....e 30 r- 0.10 20 abat... e 2:30 Boys'36$ Viewing 4. 4:30 5:30 6:30 P.M. 7. 7:30 8:30 9 960 16 10:30 11 Figure 10.------Girls'Total ViewingViewing Typical Patterns of Children's Weekday Viewing by Half-hour of the Day. An average of Monday and Tuesday viewing while _on -Cer#ral Standard Time 00 % of children Fifth Gradd °100 90 viewing 80 `MN 79 6o ND' t. 40,203o 10 2:30 4 6:30 7 7:30 8 8:30 9 9:30 11 3:3oGirls'Boys'Total Viewing ViewingViewing 4:30 5:30 .P.M. is 10:30 Figure* An 11.average 'Typical of ylonday and Tuesday viewing Patterns of Children's Weekdaywhile onViewing Central by StandardHalf-hour Time of the Day. % of .children viewing Sixth Grade 100 90 "NA 807,06o 405030/. 11111111117A1111111111111111 20 AMP' AANAr-- 10 "IA 2: 0 3 3:30 4 4:30 5:3o 6 6:3o P.M . 7 7:30 8:30 9 9:3o to 10:30 11 Boys' Viewing Totalyiewing Viewing . . Viewing by Half-hour of the .Day. Figure 12. An average of Monday and Tuesday viewing Typical Patterns f Children's Weekday 0 while on Central Standard-Time - % of children viewing First Grade 400 90:`80- 506o ' 203o , 1Q 2:30' 3:30 4 4:30 5 5:30 8:30 9 9:30 10 10:30 11 --Boys' Viewing , TotalGirls' Viewing Viewing At Figure* An 13. average of Wednesday pical Pa;:tterns of Children's Weekday Viewing by Half-hour of the Day.ifirough Friday viewing while on'Eastern Daylight Savings*Time % of children _f viewing S'econd. Grade 100 9080' 705060 30-20 2:30 3:30 4 4:30 5:30 6 6:30 P.M. 7 7:30 8 8:30 9 9:3o lo 10:30 11 --- Girls' Viewing Boys'Total Viewing Viewing tit Figure* 14. average TyPicalPatternsof Wednesday of through Children s W eekdayFriday viewintWhile:omBaster Daylight" ! t' r . by Half-hour of the Day.'.Savings, Time % of 100children, viewing Third Grade e 907080 Mir 4050;60 3020 _II 10' :30 8 8;30 9 9:30 1.0 10:30' 11 ---- Boys'----- Girls'Total. Viewing,' Viewing Viewing Half-hour of the Day. Figure* An 15.average Typical Patternsof Wednes ay through of Children's; Weektha.y Friday 0 while on Eastern* Viewing by Daylight Say'ings Time ) % of children viewing, 100 9080 - 70605o -4o I vsN07-.. NIppt, 11, -.1d 10\,.20 2:30 3 3:30 Viewing4 4:30 --, 5:30 6 6:30 P.M. 700 8:30:- 9 '9:30 ',1.0 10430, 11 ---,girls' Niewing Total,Viewing 1 Figure----4, Typical. Patterns of Children's Weekday. ,Viewing, by Half-hour of * . the Day. oa average of Wednesday thrtugh Friday viewing , while ors Eastern Daylight Savings Time % 'of child viewing N. Fifth' Grade 100 9080 en 70.6o50 WANIIIIIMMII 4111111111111111 . 111.1111111111111111111111111.111111111111 - 403020 111111111111111WA1111 MISILEZEIMMILTIRIIIIII 1111111111ML1111111.11111MMINIIIIIMME -1111 LIMMN 10 r- Ill 8 :30 ..' 2:30 3:3o 4-4:30 5 5:3o 6M 6:30 P.M. 7 7:30- 8 9:30 10 '10:30 11 ------Boys' Viewing .41 11V ----Girls' I Total. Viewing Viewing eP Figure 17. Typica Patternsof Children's.Aekday* Viewihg by Half-Lhour i1 of the Day. An average of Wednesday thrpugh Frtday viewing while on Eastern Daylight Savings Time % of children O Sixth Grade .'`=.*I 4 ar 100 h. ' I. i , 11. I 90 4 II 1 J 80 1 4 . 10 . ,.. i 7 60 ._ _...- ...- . . 50 ._ ... . 40 , 30 - Ir . . , - -- r 20 1 10 r I wri. . ^rf - 10ii 10:30 i 111 fl 2:30 C I 3 3:30 4 4:30, 5:30 -6 6:30 P .M 7 7:30 6 6:30' 9 9:3o m Total Viewing ' Viewi g tta ;: .Figure* 18.An average Typical Patternsof Wednesday through Friday of Childrenis,Weekday*.Viewing viewing while om,Eastern by Half-hour of the Daylight Savings Day. Time ork %_ -of children First Grade loo viewing d , 0 . 90 A so .o" . i' )1 80, f 4 e 70 . . P .. 60 ... -- . , . . , 4 . /--.. . . 50 , , . i . . I 40 I I .>/://11 . ,. \ r - . 30 ... ,' . i , . , -40)" - . , . 20 4, -,-- s . \ \ip...... ,... 6/ ...."'" ...-4 p\...., 4 t . '$ 4 1 CJt6i. I . 7 :30 8 8:30 9 9:30, t 10 10:30 11 11:30 12 12:30 P.M. 1:30, - Girls'Boys' ViewingViewing Fr .Total Viewing Of : . Figur_e-19. (continued) Typical Patterns of , Children's Saturday Viewing. y Half-hour° of :the Day. ../ a % of children First Grade 1'00 viewing l 1 11, , 90 . . 0 -p . . I . 7o6o , P. Il * .. -._ 1 V 7 . , . .0 - .. - ...... 14,0 . . deI ----, /). 30 '4 -..41111111111% . 20 1 . - , ..... `.. o / . .4- . . I . -.... -iv , . `...... 1 \ \ 10 ... _,... ..- A t s i ' 1 ' \ 8 :30 9 lo 10:30 11 -13 4 4;30 5:3o 6 6:3o °7 7:3o 9:3o 2:30 3:30 P.M. 4 o :Figure --- -7-Boys' Viewing 19. TotalGirls' Viewing Viewing Typical PAtterns of Children's SaturdaY Viewing by Half-hour of the Day. % of children viewing, O Second Grade . di* ------"...__-- -. . " ...-4 90 0. 1 . . . 80 . JO . ..------1. r . c - 70 1 ... . 9. Nc. '...- I .60 \ ., a... a... - -. . ` a, 4. I 0 , 59 , .. ; P .. r , . , { . 40 . ..._ . ... i . .". ... I. .Z...... 1°...a:,. a \' 30 I . " . . . , 4"1111111111110r .,.. ' ) Jr, . 47 . ... . , 7:30 8 8:30 a 9 9:30 A.M. 10// 10:30,,114" c 11:30 a J 4 12 ' ' 12:30 r .1P.M. 1:30 2 -- Boys' -=--Girls' Viewing Viewing - Figure 20. (continued) Total Viewing Typicalptterns of Children's' Saturday I.Viewing by Half-tourof the Day. %sof 100children -viewing Second Grade 90 - . 3# .... .k. . . . . - .. so' i . ---'-'1"' . '7- $ . . . 70 / I 6, 1 1 6o A ; I * \ tik . .405o . . ./1 1 1 . . 3o - . / - ...... 20 .... A 0 . N. ... . 10 Z130 3 3130 4` 4:30 A_ 5 A -a_ 5:30 t_ 6 6:30 A P.M. .._.. 7 7:30 8 8:30 9 9:30 10 10:30 11 ------Boys' rs Total ViewingViewingViewing czo of the Day. ' of Children' s Saturday Viewing by' Ealftotr Typical Patterns , Figur P n. . : . 4-, Third Grade 0. % Of children -viewing amommommmma . Jo- . 100' . ..., . 90 . *, a IP '80 .s, .. . 0 A a. . 4 70 . / . . 60 .a '1' .. ,,_ , 4050 ... .._ \ / dr .. - - . ' '....4; .., "NO '. '. j". ". -411 . . 30 . ... 20 . . . . o 4 10 kl. f - I , 2 7:30 8 8:30- 9 9:30 t A.M. 10 -10130 0 . 11 :3Q 12 1e:30 P.M. 1:30 S Girls'Total VieWirigViewing Viewi of Children's Saturday V4ewing-byl-lalf-hour.or the Day. ,t lo,al.Patterns 5,. 4 t if J. % of children rl viewing . . _ , . r ' r 1.00 / _. A 7111' . . 96 0 14 . . a. 80 . . r I ,.. IP . ' 1,e' , oil' . . Iv 4 70 1 60, . . so -1 . * I 11 50- 1 ,.. . ' . . * w . . - - fr 40 ` 'T °! ' 1 ,...... \ / Ss ss . . . 30 ,,.. s -20 10 : ..._ . i a . 1 3:30 4 4:30---5. 5:30 cr. ta . 6.30 __7 7:30 8 8:30 _9 9:30 10 10:30 2:3 -- Boys' Viewing P.M.0 0 Girls'Total ViewingViewing . °Jr Figure 21. Typical Patterns of Chil.ren's SatUrday YiewinA'by §-- chndren viewing - - Fourth Grade. 100 9080 70506o 1111 INN 1111111iim 402030 odia6k, 10 I , . r I 6 8 9 9:30 10 10:30it 11 11:30 12 , 12:30 1 1:30 7:3q 8:30 - INN P /14 A.M. Figure 22. - --Boys' Total Viewing Typical Patterns of Vievtingsewing bhildren's Saturday Viewing by Half-hour.of vt. the Day. continued) e . a Po / .). .%-of children. vieWing Fifth.Grade . o .100 i 1 "4 Vie- Vo r . 9080 .1 . r . . . tie 0- . . / r 1 ...... 70 i A ,.- - _A_ .... 1 111, .. -- - ...1 60 l i4, . 17-- I . ...., _ I 1 '''''44/ ' .-. le % -...... _ ...--ak S.., 50' , ..., . r .,, . r 1"'" ...... 4,..... al ...A 40 .- . ...- V ...se . C ,. 4 30 .**111. 0..... , , 20 % .. 4/IP. 1 . 1, i/ / / 1.1.''. '' s . i 10 3:30. 4 -4:30 5 A ' -.-5:30 -A.- 6 6:30 _._7 700 8 :30 9V" 9:30 10 10:30 11 2:30 QR . P.M. Figure 2. Girls'Boys'Total Viewing ViewingViewing Typidal Patternp of Children's Saturday Viewing by Half -hour of the Day. % of children viewing O Fifth Grade O 100 90 0 . I 0 . 8070 /- T. , 60 %.... .5 ....- ... '50- 1+0 _I . 5 *%. - le. 30 c Y . % --'. I 20 * . I . , ...... 45...... ft... C 1 0 ... a . II, J. . '' ' . . r t * A "e. _ 8, .8:30 1,0:30 12 1 1:30 2 -7:30 ---- Girls'Boys'Total Viewing ViewingViewing 9 9:30. A.M. 10 11 ..-11:30 /2:30 P.M. Fi urecontinued) 23. Typical Pattern of Childreh''s SaturdayiViewing by Half-hour of the ? pay, % of children Fifth Grade -. lop viewing . . .. . 4 4 I 4 I . 90.80 1 r . 1 r ... , - c .. _--. , e A r . -k , '' ' . , . 111, . ,7P - .6o , ) . l'' r .4. --- A., ...., .. eA' . ",. ...,, 5o 0' N. 1 //' . TO . ilk_ 4... . I NI; . A Ja- s .. . I1111111111""P e . . 20 ...- - JP - . ../ 4 1.0 2:30 , 3A,.3:30 4 4:30 . 5:30 6 6:30 7 7g0 8 63o 9 , $ N! 9:3o .. ro, fo o 11 ' 4 ------Girls' Iieiving-- Boys' Viewing 1( P.M. Figure 23. TQtal Viewing Typical Patterns of Children's . . Saturday Viewing by Halfr-hour of the Day. k / eik .44 3 N 100 childrenviewing Sixth Grade 1 'IN =9 907080 0N- 31 60 50 ."* '30 4020 ff o goo 10 7:30 8ft/ 8:30 9:30 A.M. 10 10:30 11 11:30 12 12:30 'P.M._ 1 1:30 ys' Viewing o Figure 2. Icontinued) Total ViewingI ls Typical Patterns of Viewing Children's Saturday Viewing by Half-hour of-the Day. % of children Sixth Grade' L 100 viewing .0= 908070 r r a b .s r 604050 3020 0, 10 4 4:30 5 5:30 6 6130 P.M. 7 7:30 8 8130 9 9:30 10: 10130 11 *-\ 2:30 - 3 .3:30 Viewing Figure 24. ' - Girls' Boys!Total Viewing Typical Viewing Patterns of Children-1a Saturday Viewing by Half-hour a_ tbf. the Day..
fr-
/09..
,. February 17, 1975
Dear Parentg';- their Television is a large partorefiilen's lives and consumes much of air viewing habits, it tide. In a reeearch project done on c dren and' was estimated that the averageohil4 *hes about hours of:teleVision two-thirds Months -1 a year. This means that thewrens* dapandtk:ana retelling television, a big slice of thr lives.'
ity-I em required to In.l*a duets course 1,aal taking atIndiana.Uni ays in a child's reap 04 a subject. II findltelevision and the rolei life to\be very. intriguing and planto use this as my\to d4rs. Seale es one through six has 11.4 permission to Work. with.thestudate in :r11 at 01 ve, T hip Elementary School.
*NV eb 2oth a queetionnaire will be adminlstre q "to the'ehildren. si e intereits. . So as t em' about their telision habits and their ou ike to'Whtch it will': that .I may-d scoVer the tYPeof programs boys and girs .be nee Beery for than tolis the programs theywatchOr kperiod.Of one Id 'dlist of programs week. To ac mplish this th teacherwill hand the merelylcheek which w re on television the precedingnight. -Tour cld will papers:, so I ,vould the programe he, watched. re will be no names onth ually Watches.:, this ,!like yolir child to continueWatching the programs he u for one week, through is most important. The classroom teacher will dothis ill be filld'out on Thursday, , 1 Wednesday, February 26th. The first list On Monday, February 24th,it will be ncessary for your Oland February 20th. It might be to check.programs he watched onFriday, Saturday, and day. although it helpful if he wrote the program titlesto help, him remember, is not necepsary. time I will share some MY stud y will not becompleted until Why, at which results to of my findings and results with you. I am sure we'll find the cooperation in this project. be quite interesting. Thanks for your help and
Sincerely,
00-1 4 Catherine Jaropik
LILL . , Ch ck one. 1. What grade.areyouin at school? 6th 2nd ___3rd . 4th:, __-_5th .:.qieck one Are you a boy or agirl? ' , .
I am a boy. , I am a girl. , What is your age inyears? dheck,one. ___,7 yrs. 8 yrs. 9 yrs. ____5 Yrs. 6 yrs.' , 13 yrs. 1,4 yrs. 10 yrs. 11 yrs. 2 yrs. . in your house? Chk one.. How many television.setsare then '\ 4 or more 0 1 2 . --.3 in your house 5. Place a check infront of t4e-rafom(s) where-there is a TV. e.` dining ,room _L_,eliving rooe , , ___playrooM or Family room basmene t other bedrooms your 'bedroom we havea portable' ,--kitchen 1 i watch almost everyday?, Are %here anyparticular programs you _yes no, . ( fc r each statement Why; do you watchtv? Check the best answer . Never -- Most `of\ Sometime f the time - There is. nothingelse to do.
I think I canlearn something.
There is a special program. .
TV is'' already on.- ,
. I watch toputoff oing thin: 5 .
TV relaxes me. ., .
I watch morethan I intend to.
. "---4, ,
I
112 .117:
J irogriMs you, choose to '8. Are you allowed towatch, the TV watch? Check one. yes, all thetime most of-the'time I never to getto. '-not very often Check the best answerfor each With whom do ybu,watch TV? Sometime ,Never statement. Most of the time ,,,,b My brothersandsisters My friinds.
My parents .4 My whole family
By myself 9 a' week, time to seejust onetelevision program 1 If yogi had see: Write your answer. .what program woul&syoumost like to rt
to do best afterschool? 11e. What,threethings do you like like to.. blank in fromtof the thing, you Put a 1;in them arid a 3 in doebest: a 2 in,f);.ontof yournext favorite front of yourthird favorite. meetings read a book go to club ,5 Motes listen to theradio go to the listen to records take a: walk ,ride your bicycle watch television with friends do house chores work on a hobby do homework
people in yourfa(mily want to watch TV w o 12. If different Check the best -answer. ,gets to choosewhat will bedn,TV? whatIlwant most of the time. I get to watch r'e the tittle. Dad gets tochOoseithe channel most of most of the time. ,Mom gets idchoose the channel channel most of the My brothers, orsisters choose the time. 'We have other waysof deciding.
. 113 chooses the programon.T1 and.yOu don't care 13. If,someone else Check, th,e best answer. for the prograinwhat do you do? I usuallywatch the program!any;iay. - watch the prograM. ti I usually leavethe roomand,don't enough tvs. We don't have the probleMbecause we have
. without all of thefollowing for a long '°14. Suppose' you hAd to do .. the most? Check Qne. time. Whieh one would you miss of magalines /, books books newspaiYers comic radio movies
A- television you.read in the' last month? 15. kow many books have 2 3 4 or more 0 \.....Z1 a ,16,..---.How often would 7ousay:you read' anewspaper?O one day a:week several -days every day ,, a week , .not very often never something in, in the last How manymagazines have.you read 17. , ,, , month? ,
- 4 or more a.2 _____3 0 1
night do you spend onhomework? 18. How many hours a 3or more 0 2 1 2 in the last month? 19. How manycomicbooks have you read . , 4 or more 0 1 2
o movies in the lastmonth? 20: How manytimes have .you ggne to the IL 4 or more 0 1 2 o
listen to the radio? 21. Hoti many hours a day do you 3 '4 or mote _0 1 2 usually go to. bed onschoolnights? 22. What time do you Write your answer. Dear Faculty, ° administered to thekids This is the list: ofprograms to be a them firatthing in the tomorrow.. Pleasetry to administer A up-every Morning. >Youmay 'morning as be picking them be a box inwhich -to send them to theoffice where there' will .listings will be placedin your deposit them. The next day's kids of thefollowing: mailbag. Please remind the preceding night,write If theywatched no TV the 1. . (Same if they have NO TV vin red lettersatt4'tlip.
no TV)
2. Grade and sex ismost Important. 3. Circleallwograks watched. program I didnot list (from chahnols 4.if they watched a will need to write 11, 32, 15 orcable-vision) they also be necessaryfor these et thebottom. 'lf will the length of the program. \ them to write Example Lassie ..".1/2 hour. doing. this for me. ThankssO 1 reallyappreciate your
very much. 0
'Sincerely, 0
Wednesday, February 19,197,' Grade .Boy ,-Girl
Cicle the Programa', youwatched last night on television.
One Life to Live Delalec'y Choice Match Game 4 o 'Lilies, Yoga and You Banana Splits Laurel tHark
Tattletales Somerset Mlongi trim e.
Flintstones Bugs Bunny 00.1.1eare.s.43and,
Abbott and Costello Hot Dog tidied Ikuse Club Lucy LittleRRascals Mister-Rogers Love
o Witman News Villa Alegre Nanny $ the Professor Hogan's Heroes Electric' Company ZdoR Bewitched Truth or Consequences Petticbat Junction Rifleian .Andy Griffith
New Price is Right Book Beat Greert kres
A Hoober-Bloob Highway - Dr: Seuss Tilat.,s_WMama Kids ArabsIndISi:1elis Reality Rosie: Starring the NutSAell
Honeymooners Night Gallery
FBI Sesame Street Ironside Jerry Kurdys Polka Little House on the Praii.e Doris Day Today Santiago's America: AfternoonChildrgh:s Special
Manhunter 4 Lucas Tanner Mery Griffin
Petrocelli t Christie Love!
Tit, Virzi:116,n Dinah Mike Douglas Johnrit Carson Family NobodyWanted(Movie)
1144.IfockeY Portrait of Jacqueline KennedyOnassis
116 Boy Girl Grade . Thursday, February29, 1975 night ontelevision. Circle the programs youwatched lest Dealer's Choice, Match Game One Life to Live , Hardy BananaSpits Lilias, Yoga, andYou Laurel and ,Money Maze Tattletales Somerset * Abbott and Costello Flintstones Bugs Bunny Gilligan's Island Mickey Mouse Club Li41 Rascals I Love Lucy Mister Rogers. Villa Allegre Hogan's Heroes News Batman. Professor Bewitched Electric Company :9 Nanny & The Rifleman Truth orConsequences ZOOM, tion Treasure Hunt Griffith PetticoatJune Karen Dick Van Dyke Barney Mi.112r Honeymobners Night Gallery Ironside Sesame Street Bonanza Mac Davis, FBI The Waltons Tom Jones Archer4 , Hooks HOOSiP1'Spirit Griffith Movin'On Streets of SanFrancisco Mery Harry-0 v (Movie) Mike Douglas Pretty Poison Dinah - (Movie) Carson The Bravados The Virginian Johnny The Apartment(Movie ,Attack on Terror(Movie) Bullet for PrettyBoy (Movie)
cf
41 Boy Girl Friday).Fehruary 21, 1975 Grade
televiscbon, Circle the programs'youwatched last night on Dealer's Choice Match Game One Life to Lille Laurel -&-4Hardy Lilies, Yoga and./Ou Banana Splits Money Maze Tattletales Somerset Abbott &Costello Flintstones Bugs Bunny Gilligan's Island, Mickey MbUse Club .Lil Rascals _.) i News , ?titter Rogers I Love Lucy . Hogan's Heroes Villa Alegre Batman 4 Bewitched Electric 'Company Nanny & the Professor -Rifleman Truth or Consequences': Zoom r Junction Hollywood Squares Andy Griffith *. Petticoat Sanford and Son Dick Van Dyke Green Acres I Odd'Couple' Chico and the Man Hot L Baltimore
Night Gallery
Ironside Sesame Street Bonanza Jacques Cousteau Khan FBI . 1/4_ Police Woman Rockford Files Mery Griffin
Lily, Tomlin Special
The Virginian Mike Douglas Dinah Business Without Really Trying (Movie) How to Succeedin Midnight Special Rock Concert Johnny Carson' Seminole(Movie) Sunny Side of theStreet(Mbvie). Ten (Movie) Attack on Terror (Movie)
Bullitt(Movie)
3.1.8 a _Grade Bdy -SaturdaY;_February 22, 1975 c-,cartobn , the whole show. Ptrcle the program onlyif you. watched Addams Tilmily-c Big Bilge Marble WyFaVarite.Martianc Bugs Bunny-c Yogi's Gang-c, Funny Men speed Buggy -c , Hong. Kong Phooey-C Jeanie -c mr. ,Rbgers -Emergency Plust4-c Family-2200.A.D. -c Lost inSpace .Friends of Lan Partridge va Devlin-c .Shazam gd4rentures of Gilligan--c, ScoobyDoo-c- AlaskanSafariAMovie) Sigmund. Lassie's. Rescue Rangers-c Super Friends -c Valle of theDinosaurs-c PinkPanther-c . Star Trek-c Jetsons-c Judson Brothers RazzleDazzle ShoW These Are the Days,c '.:hat's the, MiddleEast-All About? Wanted .Dead or. Alive Fat Albert-c Imperial Grand Band-c Treehouse Club Charlando Other People, Other,places 19.1fOrds 46 Club Bill Dance-Outdoor Zoom Electric Cimpany : Julius Boron Jabberwocky Sportsman's Friend, Outdoors with Friends of Man News hy Friend Flicka Abbott & Costello Fisherman Bowery. Boys Mr. Roy World of Survival D'ad's Army Pop Goes the/Country Celebrity Sweepstakes Candid Camera UFO All in the Wild '11.1d World ofAnimals Family . , Dragnet Jefferson 'Name of the Game H.T. Moore Bob Newhant Show Night Gallery" (Movie) Bonanza Soul Train Paganini Strikes Again Hee Haw ning Fu Carol Burnett Ironside Lawrence Welk , Sesame Street Mod Squad .Lission Impossible Wide World of Sports Golf Basketball Pro Bowlers Hustling (Movie) Will Penny(Movie) The Ttain Robbers(Lovie) Where Angels Go,Trouble Follows(Mbvie) Curse of theFaceless (Movie) Entertainment Hall ofFame Awards Up in Arms'(Movie)
11-9 A.
`Sunday, February 23, 1975, Grade ''Boy Girl Circle the program only if youwatched the whole program.
If you watched any programsbefor10:00 -aleasi) write them at the bottom.
Gamut Goober Star Trek Pope!) Abbott & Costello Face the Nation Make A Wish Laurel -& Hardy- disco Kid
Championship Fishing Mr. Chips W,estvard Ho (Movie) Of Cabbages and Kings It's tdademic ; Meet the. Tress
'Lone Ranger Basketball C.an in Egypt (11Ovie). World of Survfval 'Stand UP. and Cheer(Hovie) Tennis
Superstars Northwest Passage (=011ie) Litl Rascals CPS Sports Spectacular NHL Hqckey Wi0e World ofports
Atilantis, the Lost Continent.(Movie) THOnroes Golf
Death Valley Days Rogues 60 NinUte5 News Wait Till Your.Father Gets Home Wild. Kingdom L ttS Make a Deal t Kojak . Jim Thomas OUtdoors Cher . vorlA of Dishey.
Six ilillion Dollar Nan .World at War McCloud Mannix: Fistful of Dollars (Movie) 1975' Automobile Show Lawrence Welk 'Audubon Theatre Lite Around Us (I Wild Wild World ofAnimals (Movie)' N.Y.P.D. ,Missioni Impossible The Sand Pebbles Bubt Bacharach .Chato's Land (Movie) A Star isBorn(Movie) Big Valley Johnny Carson Father Came To9(Movie) That Good Ole Nashville Music World of .Country Name df the Game Born to Be Bad (Movie)
I ce. Grade 1311,: Girl- MOnlay, February 24, 1975 tr-^""
. !I Cir4e-the program only 1: you watched the.'whole show.
IllatO Game 0210..L1 a to Live' :' DealS's Choice
14.11.as, Yoga and YOU BananaSpZits., Galloping Gourmet
Tattletalea. SoMerset .Money Hate Flintstonas
4111gan's 'Island Midday . Bugs Bunny :Popeye. f -). key Mouse Club 6 Truth or Consequences Li'l Rascaals - 4d Speed Racer El s,ter'. .Rogers I Love Lucy Villa Alegre
/ . 4'. 'Batmari News Bagani,s Heroes Call'It Hacaroi. Electric. Company Nanny & The,prefessor,. Bewitched Andy Griffith Petticoat Junction Zcom . Rifleman Hollywood Squa'es Dick-VanDyke Green Acres Maude
liAlcda HOneymounera. ,NiEht Gallery,
Bonanza. Sesame Street Ironside FBI
Gunsmoke. SmothersBrothersComedy Liour... The Rookies
.Country ausic S.W.A.V. Medical Center Caribe
Dinah I, monster (IloVia) 1,e Douglatt4,: The Virg*pian
The Elevator (Hovie, Johnny Carson. Wide World Ygstary The Father (Movie)
:The Wheeler Dealers. (Movie) Weather achilie 'Butterflies Are Free (Movie)
p) . .
N
121 db 4,
Girl Tuesday, February 25, 1975 Grade- Boy the whole show. Circle 'the program only if you watched . . 'Tattletales Match dome One Life to Live , Dealer's Choice Lilias,Yoga and You Banana Splits Money :daze Somereet Gilllgan's Island Flintstones lugs Bunny Popeye adday Mickey Mouse Club Truth or Consequences I Love Lucy Lil Rascals Speed Racer Mister Rogers t--. ..,,e, Hogan's Heroes Bewitched Villa Alegre Batman -.4 News Rifleman Electric Company Nanny and the Professor Zoom*
Andy Griffith Petticoat Junction Name That, Tune 'Happy Days Dick Van Dyke Green Acres Good Times Honeymoeners Bobby Goldsboro M *A4ES *H Bilko Dragnet
Night Gallery a Sesame Street Bonanza Ironside FBI Barnaby Jones tHaw i Five-0 Mery Griffin Police Story Mar--sbu Nelby, M.D. o' EoVie) Dinah ,Mike Douglas Phantom of the Ora Johnny Carson You LieroDeep, My Love ie) The Virginian Hec Ramsey (Movie) ng ad Prayer ( Movie)
(Movie) NHL Hockey . Our Man Flint Journey From Darkness (Movie)
Wide World Mystepy(Movie
O
12/4 .0-