Critical Review: Impact of Quality and Content of Television Programming on Preschoolers Expressive Language and Vocabulary Development

Aug 22, 2026

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Critical review evaluates how television quality and program content relate to preschoolers’ expressive language and vocabulary development. The review synthesizes experimental and longitudinal multiple-cohort survey designs to clarify why screen exposure can be harmful in some contexts yet beneficial in others. Evidence indicates moderated positive effects when high-quality content is paired with socially contingent, participatory learning cues. Findings support evidence-informed recommendations to parents on selecting programs and structuring viewing time.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Introduction

Objectives

Methods

Search Strategy

Selection Criteria

Data Collection

Results

Longitudinal Multi-Cohort Studies

Critical Review: Impact of Quality and Content of Television Programming on Preschoolers Expressive Language and Vocabulary Development Amanda Hamm M.Cl.Sc (SLP ) Candidate University of Western Ontario: School of Communication Sciences and Disorders It is well documented in the literature that television and extended screen time are detrimental to language development in children under the age of two, but features associated with this impact preschooler ’s language are poorly understood. This critical review considers the quality and content of television viewing in relation to preschooler’s expressive language and vocabulary. Study designs include experimental designs and longitudinal multiple cohort survey designs. Overall the research indicates that television can have a positive impact on preschooler’s expressive language and vocabulary development in moderation, when paired with high quality content and socially contingent learning opportunities through participatory cues. These findings can shape recommendations made to parents regarding television viewing and program content. Introduction In recent years, concern has risen regarding time spent watching television in infants and toddlers. Indeed, there is evidence to suggest that television viewing can be detrimental to language development in children under 2 years of age (Christakis, 2006) . Time spent watching television has been negatively associated with an infant’s expressive and receptive vocabulary (Tanimura, 2007), and language generally (Zimmerman, 2007) in their early years. Negative relationships with social communication skills and cognition have also been demonstrated (VanEvra, 2004) . In fact, in 1999 the American Association of Pediatrics has published a statement recommending limitation of all television viewing for children in the first two years of life. In the almost two decades since this statement was released, television and screen time in general have become ubiquitous, and there appears to be no slowing down. Television can now not only be viewed on TV’sin the home but also on portable devices such as cellphones, tablets, and iPads. Children are often first introduced to these devices around their preschool years and by kindergarten are master of them. With all of the mixed information about television viewing forchildren, many parents are conflicted about their position on the subject (Rideout and Hamel, 2006) . Indeed, with the immersion of these children in television and screens, campaigns such as ‘no screentime’ are likely to fail. So what is the impact on television programming for these preschool aged children and what can be done to maximize the benefits of the time spent watching television at this age? In recent years there has been a push for child focused television programming, creating shows that engage children and incorporate learning principles to maximize the potential benefits of children’s time in front of screens. Television programs such as Dora the Explorer, Mickey Mouse Clubhouse, and Blues Clues, employ an interactive strategy that asks the viewer questions and waits for a response. These strategies mimic social interactions, which are known to support language development (Kcmar, 2010) . It is possible that these socially engaging approaches might open new avenues for learning language through television. It is important to critically examine emerging literature regarding the aspects of television programing that might convey potential benefits for their language and vocabulary development. Objectives The objective of this paper was to critically evaluate the qualitative aspects of television watched by preschoolers and related impacts on language. The secondary objective was to offer recommendations for future research and for ways to implement this research into clinical practice. Methods Search Strategy: Articles related to the topic of the critical review were found by searching a varie

FAQs

What main focus does the critical review examine?

The review examines how the quality and content of television programming affect preschoolers’ expressive language and vocabulary development.

What types of studies are included in the review?

The review includes experimental designs and longitudinal multiple-cohort survey designs, with results drawn from articles meeting specific preschool age criteria.

Under what conditions can television have a positive impact?

Television can positively support expressive language and vocabulary development when high-quality content is used with socially contingent, participatory learning opportunities.

Aug 22, 2026

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