The Relations between Television Program Viewing and Preschoolers’ Executive Function

• Main Authors: LIANG, YU MIRNG, 梁瑜名
• Other Authors: CHANG, LI-FEN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/fj4ad3

碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 107 === The main purpose of this study was to investigate the relations between television program viewing and preschoolers’ executive function. Ninety junior and senior preschoolers from three public preschools in Tainan were included as subjects. Their parents were asked to fulfill The Survey of Preschoolers’ Television Program Viewing Behaviors, which was developed by the author. These preschoolers’ executive function was assessed by one-to-one interview. The results showed as follows: (a) In terms of the TV program viewing among these preschoolers, viewing TV programs was a common activity and most preschoolers use TV as a viewing medium. They started watching TV about 1-year-old to 2-years-old. The general TV viewing history was about 4 to 5 years. The average daily TV viewing time of these preschoolers was 1.9 hours. Most preschoolers had background TV viewing, the time was mostly less than 1 hour, and the average weekly background TV viewing time was 2.23 hours. (b) In terms of the development of preschoolers’ executive function, senior preschoolers outperformed junior preschoolers in working memory, inhibitory control, shifting, and composite executive function. Girls’ working memory, inhibitory control, and composite executive function were significantly better than boys’. However, there were no significant differences in working memory, inhibitory control, shifting, and composite executive function among different socioeconomic status for preschoolers. (c) In terms of the relations between TV programs viewing and preschoolers’ executive function, the results showed that: i. Preschoolers who started watching TV at different ages had no significant differences in their working memory, inhibitory control, shifting, and composite executive function. Preschoolers with different daily viewing time had significant differences in their working memory, inhibitory control, and composite executive function. In a nutshell, the shorter of daily viewing time, the better performance of executive function they had. However, there was no significant difference in shifting for preschooolers with different daily viewing time. ii. Preschoolers who watched educational TV programs had significantly better shifting and composite executive function than those who watched non-educational TV programs. However, there was marginally significant for the performance of working memories between those who watched different types of TV programs, while the inhibitory control was not significantly different. iii.For preschoolers without background viewing, their working memory, inhibitory control, shifting, and composite executive performance were significantly better than those who had background viewing for more than 3 hours a week. For preschoolers with weekly background viewing less than 1 hour, their inhibitory control, shifting, and composite executive function were significantly better than those who had background viewing for more than 3 hours a week.