{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/10673"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/10673","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"How preschoolers learn from television.","abstract":"This study investigates how preschool aged children learn through television throughout the creation of an original narrative, The Topaz Troop. Children are exposed to an assortment of media devices from an early age, and parents continue to seek out quality educational content to enhance their child's cognitive ability. Recognizing that television is a powerful educational source to deliver information, the study is based on the capacity model, a theory that states that children learn best from educational television when the educational topics are interlaced with the overall narrative of the story (Fisch, 2004). Preschool children are expected to rely on their rapidly developing social cognitive and linguistic systems to comprehend narratives (Skarakis-Doyle & Dempsey, 2008). However, Fisch's research (2000, 2004) also suggests that verbal ability will impact a child's ability to process narrative. This research seeks to highlight additional factors that contribute to a child's ability to comprehend narratives.","abstract_html":"This study investigates how preschool aged children learn through television throughout the creation of an original narrative, The Topaz Troop. Children are exposed to an assortment of media devices from an early age, and parents continue to seek out quality educational content to enhance their child's cognitive ability. Recognizing that television is a powerful educational source to deliver information, the study is based on the capacity model, a theory that states that children learn best from educational television when the educational topics are interlaced with the overall narrative of the story (Fisch, 2004). Preschool children are expected to rely on their rapidly developing social cognitive and linguistic systems to comprehend narratives (Skarakis-Doyle & Dempsey, 2008). However, Fisch's research (2000, 2004) also suggests that verbal ability will impact a child's ability to process narrative. This research seeks to highlight additional factors that contribute to a child's ability to comprehend narratives.","abstract_has_math":false,"creators":["Ewing, Tori Celeste, 1994-"],"institution":"Baylor University.","degree_name":"M.A.","degree_level":"Masters","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Shafer, Daniel Mark, 1978-"],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-05","date_published":"2019-05","updated_at":"2026-07-24T01:08:13Z","subjects":["Educational television.","Preschool television.","Preschoolers.","Informal education."],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2104/10673","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Shafer, Daniel Mark, 1978-"]},{"key":"dc:creator","label":"Author","values":["Ewing, Tori Celeste, 1994-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-07-29T13:52:43Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-07-29T13:52:43Z"]},{"key":"dc:date.issued","label":"Date","values":["2019-05"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Baylor University."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational television.","Preschool television.","Preschoolers.","Informal education."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Baylor University works are protected by copyright. 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Recognizing that television is a powerful educational source to deliver information, the study is based on the capacity model, a theory that states that children learn best from educational television when the educational topics are interlaced with the overall narrative of the story (Fisch, 2004). Preschool children are expected to rely on their rapidly developing social cognitive and linguistic systems to comprehend narratives (Skarakis-Doyle & Dempsey, 2008). However, Fisch's research (2000, 2004) also suggests that verbal ability will impact a child's ability to process narrative. This research seeks to highlight additional factors that contribute to a child's ability to comprehend narratives."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["How preschoolers learn from television."]}]}],"canonical_facts":{"dc:contributor.advisor":["Shafer, Daniel Mark, 1978-"],"dc:creator":["Ewing, Tori Celeste, 1994-"],"dc:date.accessioned":["2019-07-29T13:52:43Z"],"dc:date.available":["2019-07-29T13:52:43Z"],"dc:date.issued":["2019-05"],"dc:description.abstract":["This study investigates how preschool aged children learn through television throughout the creation of an original narrative, The Topaz Troop. Children are exposed to an assortment of media devices from an early age, and parents continue to seek out quality educational content to enhance their child's cognitive ability. Recognizing that television is a powerful educational source to deliver information, the study is based on the capacity model, a theory that states that children learn best from educational television when the educational topics are interlaced with the overall narrative of the story (Fisch, 2004). Preschool children are expected to rely on their rapidly developing social cognitive and linguistic systems to comprehend narratives (Skarakis-Doyle & Dempsey, 2008). However, Fisch's research (2000, 2004) also suggests that verbal ability will impact a child's ability to process narrative. This research seeks to highlight additional factors that contribute to a child's ability to comprehend narratives."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/10673"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Educational television.","Preschool television.","Preschoolers.","Informal education."],"dc:title":["How preschoolers learn from television."],"dc:type":["Thesis"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.A."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:08:13Z"}