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New Quality Criteria for TV Channels and TV Narrative

Received: 22 January 2021     Accepted: 24 February 2021     Published: 4 March 2021
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Abstract

Why we need a Children’s TV channel in Chile and Latin America? This question seems idle in its apparent obviousness. Nevertheless, several responses have been offered, depending first on how child is considered. So, who is the child? Most often, children appear to be the subject of adult actions; these actions are intended to reinforce children’s curricular learning and cognitive development in school, using television to ensure their cultural integration with the country, or to convey to them the idea that they are the recipients of public policy benefits. Others see the child audience as consumer of commercial products and thus a target for advertising in audio-visual programs. The second question to answer is what quality TV for children is? Quality TV is a very ambiguous expression. In this article, I discuss that quality TV for the specific children audience can be described with some new quality indicators afforded by child neuroscience and child epigenetic development; there is a reappreciation of the ludic and emotional genetic abilities of child brain to enjoy and comprehend ludic narrative fiction. But also, from a systemic view of the TV communication process; quality on children’s TV depends not only on the program content but on the broadcast and on the reception. A review of children's TV channels, and a few dozen of the new programs broadcast, allows us to find several new criteria regarding the quality of children's TV and audio-visual content.

Published in English Language, Literature & Culture (Volume 6, Issue 1)
DOI 10.11648/j.ellc.20210601.11
Page(s) 1-6
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Children’s Quality TV, Channel Quality, Content Quality, Reception Quality

References
[1] Anderson, D. R. & Hanson, K. G. (2013). What researchers have learned about toddlers and Television. Zero to three, 33, 4-10.
[2] Bettelheim B. (1977). Psicoanálisis de los cuentos de hadas. Ed. Crítica. Grijalbo. Barcelona.
[3] Bettelheim B. (1980). Introducción a Los Cuentos de Perrault. Ed. Crítica. Barcelona.
[4] Bettelheim B. (1999). Do children need television?. En: Löhr P. and Meyer M. (ed.). Children Television and the New Media. University of Luton Press. UK.
[5] Casassus J. (2014). La educación del ser emocional. Santiago: Ed. Cuarto Propio.
[6] Damasio A. R. (2000). Sentir lo que sucede. Cuerpo y Emoción en la fábrica de la Consciencia. Santiago: Ed. Andrés Bello. (The Feeling of What Happens. 1989).
[7] Dussaillant F. & González P. (2012). Rentabilidad de la inversion en primera infancia. Estudios Sociales N° 120. 187-222. Santiago de Chile: CPU.
[8] Erikson E. (2000). El ciclo vital completado. Barcelona: Ediciones Paidós-Ibérica.
[9] Flahault F. et. Heinich N. (2005). La fiction, dehors, dedans. L’Homme. 175-176, juillet-septembre 2005: Vérités de la fiction. Référence électronique http://lhomme.revues.org/index1828.html.
[10] Fuenzalida V. (2016). La Nueva Televisión Infantil.. Santiago de Chile: Fondo de Cultura Económica.
[11] Fuenzalida V. (2019). Constructivist TV Reception in the Children’s Classroom. Chapter 15 in Media Education in Latin America. pp. 211-224. Julio-César Mateus, Pablo Andrada and María-Teresa Quiróz, (editors). Routledege. Taylor & Francis Group. London and New York. 2019.
[12] Fuenzalida V. (2021). El modelo actancial de Greimas. Función actancial de los personajes en una narración. Article in publication process.
[13] Gerhardt R. (2013). Stories introduce new experiences. Televizion. IZI. N° 26.
[14] Goetz M., Lemish D., Höller A. (2019). Fear in Front of the Screen: Children's Fears, Nightmares, and Thrills from TV. Lanham, MD: Rowman & Littlefield.
[15] Greimas A. J. (1973). Semántica Estructural. Madrid: Gredos.
[16] Lavados J. (2012). El cerebro y la educación. Neurobiología del aprendizaje. Santiago de Chile: Taurus.
[17] Milicic N. y López de Lérida S. (2012). La importancia del aprendizaje socioemocional en el contexto de la primera infancia. Estudios Sociales N° 120, 59-86. Santiago de Chile: CPU.
[18] Mulgan G. (1990). Television’s Holy Grail: Seven Types of Quality. In: The Question of Quality. Mulgan Geoff (ed.). London: BFI.
[19] Naranjo C. (2002). Cambiar la educación para cambiar el mundo. Vitoria: Edit. La Llave.
[20] Wellman H. M. (2017). La Construcción de la mente. Santiago: Ediciones UC.
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  • APA Style

    Valerio Fuenzalida. (2021). New Quality Criteria for TV Channels and TV Narrative. English Language, Literature & Culture, 6(1), 1-6. https://doi.org/10.11648/j.ellc.20210601.11

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    ACS Style

    Valerio Fuenzalida. New Quality Criteria for TV Channels and TV Narrative. Engl. Lang. Lit. Cult. 2021, 6(1), 1-6. doi: 10.11648/j.ellc.20210601.11

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    AMA Style

    Valerio Fuenzalida. New Quality Criteria for TV Channels and TV Narrative. Engl Lang Lit Cult. 2021;6(1):1-6. doi: 10.11648/j.ellc.20210601.11

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  • @article{10.11648/j.ellc.20210601.11,
      author = {Valerio Fuenzalida},
      title = {New Quality Criteria for TV Channels and TV Narrative},
      journal = {English Language, Literature & Culture},
      volume = {6},
      number = {1},
      pages = {1-6},
      doi = {10.11648/j.ellc.20210601.11},
      url = {https://doi.org/10.11648/j.ellc.20210601.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20210601.11},
      abstract = {Why we need a Children’s TV channel in Chile and Latin America? This question seems idle in its apparent obviousness. Nevertheless, several responses have been offered, depending first on how child is considered. So, who is the child? Most often, children appear to be the subject of adult actions; these actions are intended to reinforce children’s curricular learning and cognitive development in school, using television to ensure their cultural integration with the country, or to convey to them the idea that they are the recipients of public policy benefits. Others see the child audience as consumer of commercial products and thus a target for advertising in audio-visual programs. The second question to answer is what quality TV for children is? Quality TV is a very ambiguous expression.  In this article, I discuss that quality TV for the specific children audience can be described with some new quality indicators afforded by child neuroscience and child epigenetic development; there is a reappreciation of the ludic and emotional genetic abilities of child brain to enjoy and comprehend ludic narrative fiction. But also, from a systemic view of the TV communication process; quality on children’s TV depends not only on the program content but on the broadcast and on the reception. A review of children's TV channels, and a few dozen of the new programs broadcast, allows us to find several new criteria regarding the quality of children's TV and audio-visual content.},
     year = {2021}
    }
    

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    JO  - English Language, Literature & Culture
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    AB  - Why we need a Children’s TV channel in Chile and Latin America? This question seems idle in its apparent obviousness. Nevertheless, several responses have been offered, depending first on how child is considered. So, who is the child? Most often, children appear to be the subject of adult actions; these actions are intended to reinforce children’s curricular learning and cognitive development in school, using television to ensure their cultural integration with the country, or to convey to them the idea that they are the recipients of public policy benefits. Others see the child audience as consumer of commercial products and thus a target for advertising in audio-visual programs. The second question to answer is what quality TV for children is? Quality TV is a very ambiguous expression.  In this article, I discuss that quality TV for the specific children audience can be described with some new quality indicators afforded by child neuroscience and child epigenetic development; there is a reappreciation of the ludic and emotional genetic abilities of child brain to enjoy and comprehend ludic narrative fiction. But also, from a systemic view of the TV communication process; quality on children’s TV depends not only on the program content but on the broadcast and on the reception. A review of children's TV channels, and a few dozen of the new programs broadcast, allows us to find several new criteria regarding the quality of children's TV and audio-visual content.
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Author Information
  • School of Communication, Pontifical Catholic University, Santiago, Chile

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