FROM 'OUT THERE ' TO 'IN BETWEEN': PRESCHOOLERS ' INTERPRETATION OF TELEVISED IMAGES

Abstract

Two studies investigated preschoolers ' understanding of how televised images relate to the reality they represent: are they seen as merely showing the visual aspect of reality as it is ('world-window ' interpretation), or as representing it by way of specific visual means ('media ' interpretation). The first study compared the reactions of younger (4- 5) and older (6- 7) preschoolers to very short video clips showing some usual and some unusual (impossible) sights. The children were asked whether what they saw on the screen was true and, if not, how it was possible to show it. The analysis of children's explanations indicates a development toward 'media ' interpretation: while younger children tend to explain the impossible images by referring to interventions made "out there", in front of the camera, the older ones tend to explain them by referring to the interventions of the medium itself. In the second study some of the older preschoolers were given a brief visual literacy training (Videolab method). In the subsequent testing these children demonstrated faster movement toward 'media ' interpretations. Cognitive-developmental and educational implications of these findings are discussed. Key words: cognitive development, iconic representation, pictorial competence, screen-based media Moving picture, in all its versions- film, television, video, internet transmission/presentation, computer animation- has long been a part of everyday life of millions of people. These means of communication, often called screen-based media, marked the 20th century by bringing a new language into human communication: building upon the ancient, visual language, the new technologies 1 Author's address