Adult Perceptions of the Influence of Children’s Educational Television Programmes on Children’s English Language Development: An Exploratory Qualitative Study

Abstract

This exploratory qualitative study examines adult perceptions of how children’s educational television programmes may support children’s English language development. It focuses on perceived contributions to vocabulary and pronunciation, characteristics of programmes considered effective for language learning, and reasons parents select educational television as a supplementary learning resource. Semi-structured interviews were conducted with four purposively selected adult participants: two parents, one preschool teacher, and one final-year child psychology student. Interview data were analysed using Braun and Clarke’s thematic analysis framework. The findings indicate that participants perceived educational television as a useful source of additional English language exposure, particularly through repeated vocabulary, pronunciation models, observation, and imitation. Participants also emphasised social interaction, creative and interactive content, and clear, age-appropriate material as important characteristics of effective programmes. Parents were perceived to value educational television because it is accessible, relatively affordable, monitorable, and enjoyable for children. Because the study draws on the perceptions of four adult participants rather than direct assessments of children, the findings should be understood as a preliminary account of adult perceptions rather than evidence of children’s actual language-development outcomes. The study suggests that educational television may function most appropriately as a supplementary resource when combined with parental guidance, teacher support, and opportunities for children to practise English through direct social interaction.