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ABSTRACT The relationships among school readiness, children's television viewing, parental employment, and the educational quality of the home environment were examined. Thirty preschool children from low-income families and their primary caregivers were interviewed. Parents responded to questions about children's television viewing habits, the educational quality of the home environment, and employment status. Children were assessed on IQ and school readiness. Correlational analyses indicated that television viewing time was negatively related to parental instruction and number of children's books in the home. Viewing time was also negatively related to children's school readiness skills. Findings are discussed in terms of their implications for an understanding of home environmental influences on the academic skill development of disadvantaged preschoolers.
Clarke et al. (Thu,) studied this question.