Article 9 The Children’s Television Act in its Second Year for children-in some cases only 30 minutes per week. Many were aired during pre-dawn time periods when CME’s Campaign ,for Kids’ TV most children were still asleep. With the adoption of the three-hour rule, however, The Children’s Television Act is intended to *prove the broadcast stations (including those owned by or affili- quality of children’s educational programming on broad- cast television. In the Summer of 1997, the Center for ated with the big networks (ABC, CBS, NBC, Fox, WB, Media Education presented its first report on the law’s and the new Pax TV network) must offer this “core edu- strengthened 3-hour rule, “The Field Guide to the Chil- cational and informational-E/l,” programming in order dren’s Television Act,” as a guide to the programs to renew their licenses every eight years. Additionally, deemed “educational and informational” by the TV the stations are required to indicate publicly which industry. In response to subsequent developments, this special edition of InfoActizx Kids provides updated infor- shows they have designated to fulfill their “E/I” pro- mation on this programming. gramming requirement, both through quarterly “Chil- dren’s Television Reports” available on the FCC website , Additionally, the new report examines the websites that as well as through a special “E/I” label displayed within accompany children’s shows, the commercial time limits the first 30 seconds of the program itself. And since the on such progra mming, and the latest academic research E/I programs must be shown between the hours of 7 concerning the overall quality of educational program- a.m. and 10 p.m. on a regularly scheduled basis, children ming for children. Finally, with tips about contacting lo- cal TV stations across the country, and the use of the and parents should be able to locate these programs eas- Federal Communications Commission (FCC) Web site, ily week after week. this report offers a set of tools to help parents and ad- vocates play a more active role in monitoring educational programming for children on broadcast TV. How Is the Act Working? In the second season since the enactment of the strengthened Children’s Television Act, each network has n the fall of 1997, commercial broadcast stations en- chosen to meet the new FCC guidelines in slightly dif- tered an era of new responsibility to the youngest ferent ways, although certain industry-wide trends and Imembers of their audience. With new rules (adopted patterns have become apparent. A closer look at some of in 1996) designed to strengthen the Children’s Television the key questions and issues surrounding the “FCC- Act of 1990, the Federal Communications Commission friendly” programs reveals a lot abouJ how broadcasters (FCC) has called upon the broadcast industry to provide are handling their new responsibilities to familie-nd at least three hours of programs “specifically designed” about those areas of the new law that still need attention. to “educate and inform” children between the ages of Where are the E/I programs to be found in the broadcast two and sixteen. Prior to the enactment of the three-hour schedule-and why? What are the main educational ob- rule, stations were not required to air a specific amount jectives of these programs-and how effective are they of such pr?gramming each week. Not surprisingly, in the in this regard? Which children’s age groups are being absence of any specified quota, many broadcasters of- served-and which are not? How does the second season fered only the barest minimum of educational programs under the new rules compare to the first? 48 From /nfoActive Kids, Spring 1999, pp. 1-9. 8 1999 by the Center for Media Education. Reprinted by permission. 9. Children’s Television Act in Its Second Year The CTA and its new three-hour requirement, in short, the educational programs throughout the week, these raises as many questions as it answers. But these are packages are offered during the time period traditionally questions that parents should be asking, and that stations devoted to children’s television-the Saturday morning should be answering, “as part of their obligation to serve block (with the exception of Fox, which airs its two E/I the public interest,” as the original CTA expressed it, programs during the week, and WE& which offers epi- with “programming that serves the special needs of sodes of its lone E/I program during the week and on children.” Saturday morning). Each network programming block includes its own catchy title-ABC’s “Disney’s One Sat- urday MorningII*, “CBS Kidshow”; NBC’s “TNBC” (Teen ‘ffhat’s Where: Educational Programming “Packages” NBC); and Paxnet’s “Cloud Nine”--as a means of estab- lishing its identity. Most stations have responded to the new require- To the extent that young viewers can count on ments by airing “packages” of children’s programs pre- finding their favorite shows at the same time every Pared by the broadcast networks-ABC, CBS, NBC, Fox, week, this strategy of “packaging” E/I programs is b, and the newest entrant, Pax TV Instead of spreading beneficial. It also means, however, that most E/I pro- 49 1 + LIVING WITH MEDIA gramming is concen- point of view and storylines that present a unique pel trated on a single week- spective on some of the social issues teenagers face tc end morning, leaving day: dririking and driving, dyslexia, eating disorder much of the rest of the gambling, teen smoking, racism and the right and ri commercial broadcast sponsibility to vote.“* In practice, this translates into sit schedule devoid of edu- corn-type programs that often revolve around dating cational fare altogether. going to the mall, and the like (although some sense o a pro-social moral is usually included at the end). Th lone exception to TNBC’s stable of “engaging and rela: What do they able characters” is “NBA’s Inside Stuff,” which-despit; claim to teach? the network’s claims for its “peaceful conflict resolutionc and global awareness”-has been much more aptly de: The Children’s Tele- scribed by Peggy Charren (founder of Action for Cl-& vision Act regulations dren’s Television) as 0 a half hour of basketball allow a certain amount commercials for the NBA.“2 of flexibility for the net- All of the CBS programs, similarly, which are based works in defining their on popular children’s books, fall under the “social/emo- approach to “educa- tional and informational programming” focusing “Most educational and informational either on social/emotional or on cognitivelintellec- programming is concentrated on a single tual development. After two seasons, a distinct weekend morning. ” pattern is evident, with the marked dominance of the social/emotional tional” heading, as do most of those offered by ABC and over the cognitivelintel- Pax TV stations. And of the two programs offered on Zectual. with just 3 out of Fox, one-”Life with Louie”is based on a socialization 28 E/I programs claiming theme. Following the pattern of the other networks POX a cognitive/intellectual TV executives cast their “Cloud Nine” package in i de- objective, the industry- cidedly social/emotional light: “Life lessons presented as wide focus is clear: an overall theme include overcoming fears, being re- Given the choice between sponsible, how to deal with jealousy, having respect for offering more rigorous, others, handling anger, learning to trust, resolving con- curriculum-based pro- flict, having a good attitude and self-esteem, using team- gramming and softer, work and being cooperative, being prepared, helping more entertaining fare, others, why cheating and lying are not good, and know- the networks opt for the ing hard work and dedication pay off.“3 latter nearly nine times In contrast, the three programs with stated cogni- out of ten. tive/inteUectuaZ objectives offer educational material that Teenagers, especially, draws on concepts of science, math, history, vocabulary are not well served in and analytical reasoning. For example, the goals of the the area of cognitive/in- more curriculum-focused “The Magic School Bus W ac- tellectual content, since cording to a Fox Kids’ statement, are “to motivati chil- the entire menu of E/I dren’s interest in science; introduce science ideas inspire programming for teens positive attitudes toward science and educati& and is offered on only one model age-appropriate science problem-solving dehav- network-NBC. As NBC ior. Each of the fifty-two half-hour episodes explores a itself explains it, the so- different science topic through an animated journey cial/emotio&l objective aboard the magically transformed school bus to destina- of the “Teen NBC” tions such as the center of the earth, inside the human package “is achieved in body to outer space, to remote ecological environments each program by offer- inside a molecule, and inside of a plant.“4 (It should bi “EbiQ TV Guide”* of E/I ing teenagers engaging noted that “The Magic School Bus” got its start on PBS programs +a sre age-,) ,F1;;ti and relatable [sic] char- and the episodes currently airing on Fox continue thai ^ * , “‘ .x ( acters who share their series.) 0 9. Children’s Television Act in Its Second Year BBC Schertuh appropriate for your chil- :, i.:‘, VI &tg&&Qbiective Qescriotipn dren. If you cqq’t, find the ; :;: :i E/I symbol (an, E/I in a ‘j:::Q..:r “This series uses humor and fantasy in depicting the strug- &de) next td the PI&& .:,G’ Disney 3 gles of a twelve-year-old boy to form identity, develop self- in your local TV l&r@, c ” Doug social/emotional confidence, resolve family and school problems and maintain ask the publisher ,toh h *< * friendships.” [animated] dude it,-and caQ ,,$I$ $;g s ‘( j tion foi its E/I program$$ $4 schedule.