Table of Contents
Editor’s Introduction . . . . . . . . . . . . . . . . . . . . . . . . 3
Quality Criteria in Narrative and Script
Writing for Children’s Television (ages 0–6) . . . . . 4
1. A Different Image of the Child . . . . . . . . . . . . . . 4
2. BabyTV in the New Century . . . . . . . . . . . . . . . . 5
A. Evolution towards segmentation . . . . . . . . . . 5
B. BabyTV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
C. Aspects where television cannot contribute . 7
3. Programs for preschoolers . . . . . . . . . . . . . . . . . . 7
A. Interaction with child-audience . . . . . . . . . . . 8
B. Semiotic representation within
audiovisual text . . . . . . . . . . . . . . . . . . . . . . . 8
C. Storytelling format . . . . . . . . . . . . . . . . . . . . .10
D. Story and the child protagonist . . . . . . . . . . .10
4. Game and Fiction as Transitional Ludic Space . .13
A. Emotional memory . . . . . . . . . . . . . . . . . . . . .13
5. From School Performance towards
the Development of Socio-emotional Skills . . . .14
6. Constructivist Reception . . . . . . . . . . . . . . . . . . .14
7. Quality Criteria . . . . . . . . . . . . . . . . . . . . . . . . . .16
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Additional Reading . . . . . . . . . . . . . . . . . . . . . . . . .18
Book Reviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
In Memoriam, William Biernatzki, S.J. . . . . . . . . . .38
Recommended Citation
Fuenzalida, Valerio
(2017)
"Quality Criteria in Narrative andScript Writing for Children’sTelevision (Ages 0–6),"
Communication Research Trends: Vol. 36:
Iss.
2, Article 1.
Available at:
https://scholarcommons.scu.edu/crt/vol36/iss2/1