The Effectiveness of Televised Children Programs in the Linguistic Development of Kindergarten Children from Teachers’ Viewpoints

Abstract

This study aimed at investigating the effectiveness of televised children programs in the linguistic development of kindergarten children from the viewpoint of teachers. To achieve this, the researchers prepared the study instrument which is represented in a thirty – part questionnaire that was distributed to the study sample. The teachers’ responses were statistically analyzed; the results of the analysis showed that (17) parts were available in a high degree representing a percentage of (56.7%), (11) parts were available in a moderate degree representing a percentage of (36.7%); and two parts were available in a low degree representing (6.6%). The parts that focused on listening skill gained the highest averages followed by those that focused on speaking, reading, and finally writing skills. The results of the three-way analysis of variance showed that there were differences due to the effect of specialization in favor of the Arabic language specialization; there also were differences due to the effect of experience in favor of (6 – 10) experience. There were no differences due to qualification.

Keywords: Televised Children Programs, Linguistic development.