Abstract
Why we need a Children’s TV channel in Chile and Latin America? This question seems idle in its apparent obviousness. Nevertheless, several responses have been offered, depending first on how child is considered. So, who is the child? Most often, children appear to be the subject of adult actions; these actions are intended to reinforce children’s curricular learning and cognitive development in school, using television to ensure their cultural integration with the country, or to convey to them the idea that they are the recipients of public policy benefits. Others see the child audience as consumer of commercial products and thus a target for advertising in audio-visual programs. The second question to answer is what quality TV for children is? Quality TV is a very ambiguous expression. In this article, I discuss that quality TV for the specific children audience can be described with some new quality indicators afforded by child neuroscience and child epigenetic development; there is a reappreciation of the ludic and emotional genetic abilities of child brain to enjoy and comprehend ludic narrative fiction. But also, from a systemic view of the TV communication process; quality on children’s TV depends not only on the program content but on the broadcast and on the reception. A review of children's TV channels, and a few dozen of the new programs broadcast, allows us to find several new criteria regarding the quality of children's TV and audio-visual content.
Highlights
The first channels segmented for children appeared on pay-tv channels halfway through the 1990s
The success of this TV programming led to the child audience crossing over to cable TV
We should bear in mind that an average 50% of Latin American households do not have legal access to Pay TV
Summary
Contemporary science has introduced a radical turnaround in the conception of the child. The UN stated in 1989 that the child holds rights; those statements erode the adult centrism in activities related to child These shifts marked the emergence of a different conception from that held by behaviorists and which had shaped children’s education, psychology, and childrens TV for much of the 20th century. Influenced by the new sciences, children's TV has more recently (at the end of the 1990s and the beginning of the 21st Century) acknowledged the child audience as possessing genetic-internal capacities with clear implications for their screen interaction. This conception of the competent child audience has led to significant changes and a new generation of educational-entertainment programs. The audio-visual language is consistent with the production of recreational programs aimed at developing socio-emotional competencies, which are complementary to cognitive intelligence
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