REACTIVE AND ACTIVE THEORIES should be taken into consideration when creating educational television programming for children. This article will introduce both theories.

The reactive theory generally describes the child as passive and simply a receptor of information or stimuli delivered by the television (Anderson and Lorch, 1983). This theory, which is derived from Bandura’s Social Learning Theory (Bandura, 1977), suggests that the formal features of the television programming gain and maintain the viewer’s attention. From there, the child’s information processing system functions reactively and continued attention and comprehension take place more or less automatically.

The active theory defines the child as an active processor who is guided by previous knowledge, expectations and schemata (Anderson and Lorch, 1983). In other words, the child cognitively interracts with the information being presented as well as with the viewingenvironment. It is felt that the active theory is the more succinct descriptor of the way children ttend to television; however, the reactive theory should also be given consideration when designing educational television for children.

Designers of educational television for children should consider both of these theories in their design and maintain a balance between the two theories. Educational media must be meaningful in design throughout to support the reactive theory. If children's attention and comprehension occur more or less automatically, we must be sure that each element in the television program is meaningful.

Designers must be thoroughly knowledgeable of the target audience for the television program. The design must be mindful of the child's previous experience, available cognitive skills and personal knowledge to align with the active theory. There must be a balance between the two theories as children are likely to fluctuate between active and reactive involvement with the medium.

Suzanne Moore

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