The Research Project which consists of the production staff of NHK's preschoolers's TV series "Okaasan to Issho (With Mother)," researchers of the NHK Broadcasting Culture Research Institute and university professors has undertaken multi-faceted efforts to study and develop new TV programs for small children, especially for 2-year-olds since 1978. One of the main purposes of our study in 1986 was to develop a new animation series, whose target audience could be 2-year-old children, as a part of "With Mother." The main character in the animation should represent a typical personality or behavioral style among small children such as untidy or bully child and this characteristic should be clearly brought out during the minute-or-two duration of the story. The purpose of this series is to let small children learn a lesson from this by watching the television which is continuously depicting a character behaving just like themselves. An experiment was conducted in March 1986 to examine the degree of attention and understanding of the two experimental animation programs, "Yadamon (the Hard-to-Please Child)" and "Tazura (the Mischievous Child)" by small children; 50 2-year-olds and 46 4 -year-olds. The experiment was conducted on each child with his (her) mother present in a viewing room, and each child watching TV was videotaped from two cameras. The following reactions were recorded second by second by using a Time Series Analyzer: attention reaction to the experimental programs, language reaction and smile reaction. After the child watched the experimental programs, a researcher asked the child several questions to analyze the child's understanding of the story: recognizing the main character, spontaneous recall of the program content, recalling sequences with photographs, etc. The attention rating of "Yadamon" and "Tazura" was high from the beginning till the end for both the 2-and 4-year-olds; however, results of the test after viewing showed that story seemed a little difficult especially for 2-year-olds. Further surveys were conducted successively in November 1986 and February 1987, to find out if 2-year-olds could really enjoy and get the message after several-month-repeatedly viewing, from this new animation series, which was finally entitled "Konna ko iru kana (Kids Like Us)"-six characters (including revised "Yadamon" and "Tazura") × six stories-and broadcast since September 1986. Another main purposes of the experiment in 1986 was to compare the reactions of small Japanese children watching the original English version of "Sesame Street" and the one dubbed in Japanese. The experiment was conducted under the same procedures already described. After discussing several skits used in "Sesame Street" which had been sent from Children's Television Workshop, we selected a 2-minute-30-second muppet skit, 'At the Movie Theater.' Our assumption was that small children who have not yet learned enough Japanese would pay attention to both English and Japanese versions of the program equally, but those who are more advanced in Japanese would show a higher attention rating to the Japanese version. The attention rating for both the 2-and 4-year-olds for the Japanese and English versions has a similar curve. The attention rating for the climax rises with every age bracket watching Japanese version, whereas their attention rating for the English version decreases. With the 4-year-olds, there is a big difference in the attention rating between the English and Japanese versions in sequences where the important dialogue for understanding of the story 'At the Movie Theater' is concentrated. The countries of the world have high hopes for top quality children's programs and more and more effort will be put into international co-productions

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Unit developed: As a part of the curriculum HUMAN BEING, integrated unit THE BIRTH OF HUMANITY was developed. It was consisted of NHK-TV program HUMAN FAMILY , Birth of the Baby, other programs for adults, OHP-materials, photographs, and books for children of 4-7 grades. The objects of this unit were to make students (1)feel the divinity and dignity of the birth of human life, and appreciate the precious value of human growth, (2)feel the strength of relationship between mother and child by learning MOTHER CHILD INTERACTION PHENOMENA and appreciate this relationship as an indispensable condition for the birth of humanity, (3)be grateful and sympathetic to one's own mother, family, and friends. Objects of the study: To develop several methods of evaluation of affective and value-oriented objectives in learning. Method and results: Two classes of 4 th graders and a class of 7 th graders learned this unit under the instructions of their homeroom teachers who were the members of writers. Each class spent 4 or 5 school hours for the unit. These classes finished the unit during two months, Feb. and Mar. in 1986. To measure the changes of children in affective and value-oriented dimension, several methods were adopted or invented. (1)To the concepts HUMAN and FAMILY, semantic differential method and word association method were adopted. It appeared that the methods were very sensitive in measuring this dimension, especially in the learning of such a complex value-oriented materials as human being. Classifications and analysis of the association responses were developed. (2)The methods of analysing the pupil's essays, reports, works in the learning of this unit were developed under the reference of Bloom's taxonomy of educational objectives-affective domain. (3)Each pupil's mother was asked to observe her child's behaviors at home and write down them if it differed from the usual ones. The methods of analysing the report by mother were developed. The succeeding article will describe the methods of analysing the verbal interaction in the classroom along the dimension mentioned above.

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Unit developed: As a part of the curriculum HUMAN BEING, integrated unit THE BIRTH OF HUMANITY was developed. It was consisted of NHK-TV program HUMAN FAMILY Birth of the Baby, other programs for adults, OHP-materials, photographs, and books for children of 4-7 grades. The objects of this unit were to make students (1)feel the divinity and dignity of the birth of human life, and appreciate the precious value of human growth, (2)feel the strength of relationship between mother and child by learning MOTHER CHILD INTERACTION PHENOMENA and appreciate this relationship as an indispensable condition for the birth of humanity, (3) be grateful and sympathetic to one's own mother, family, and friends. Objects of the study: To develop several methods of evaluation of affective and value-oriented objectives in learning. Method and results: Two classes of 4 th graders and a class of 7 th graders learned this unit under the instructions of their homeroom teachers who were the members of writers. Each class spent 4 or 5 school hours for the unit. These classes finished the unit during two months, Feb. and Mar. in 1986. To measure the changes of children in affective and value-oriented dimension, several methods were adopted or invented. (1) All of the classroom interactions in learning the unit were recorded on video-tapes, coded, and analysed along the affective and value-oriented dimension. (2) As a tool, Affective and Value-Oriented Category System (AVOCS) was developed under the reference of N, Flanders' and other counselor's category systems. The characteristic categories of AVOCS were followings. (a) categories asking affective and value-oriented responses including PROVOKE, REQUEST AGREEMENT, REQUEST SYMPATHY. (b) categories accepting affirmatively, CONTACT, REFLECT, AGREE, SYMPATHY. (c) categories rejecting others, NEGLECT, RESIST, CRITICIZE, DENY, REFUSE. (3) AVOCS revealed the fact that teaching and learning processes of three classes were nearly identical and permissive. But the analysis of sequences found the subtle difference in strategies of argument in three classes. (4) At the same time, every verbal move was classified into five levels settled by B, Bloom's taxonomy of educational objectives, affective domain. The application of Bloom's five levels to verbal classroom interaction seemed to be possible and effective. (5) In several cases of pupils, all of the data mentioned in this and former article were synthesized and characteristics of each case were deliberately depicted.

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While the problem of "ijime (bullying)" has become serious among pupils, few scholars have paid attention to this problem until recently. Among the studies done by scholars, most of them are fact-finding surveys and are not enough to explain why pupils bully others. Pupils' ijime behavior is sometimes very violent and such behavior is often portrayed on TV programs. Thus, it is possible to consider the issue from the view point of TV violence. Many researchers have undertaken studies of TV violence in western countries. Several theories on the mechanics of how television violence affects the viewer have been raised. One such theory, supported by past research, deals with the effects of modeling as well as of desensitization. The objective of this study is to examine the effects of "ijime" TV programs on children within the framework of observational learning theory and desensitization theory. The following three hypotheses will form the basis for this study. 1) Pupils exposed to "ijime" TV programs tend to bully others. 2) Pupils learn ways of bullying more through TV than any other medium. 3) Pupils exposed to "ijime" TV programs are more desensitized to bullying behavior by others. A survey was conducted in order to test the above hypotheses. The subjects were 977 (male 497, female 480) junior high-school students. The questionnaire included the following headings: 1) sex 2) programs frequently watched 3) experiences of bullying behavior 4) media through which students learn this bullying behavior 5) degree of desensitization to real bullying (students were asked how they would react if they happened to see real bullying by others) The first hypothesis was proved as a result of a chi square analysis of the obtained data; while the others were not. By discussing these results, the following were suggested. 1) In measuring desensitization, our questionnaire did not seem to be sensitive enough, and this reminds us of the basic problem of difficulty in measuring attitude. 2) In the process of learning bullying behavior, personal media as well as mass media seem to function as sources of acquiring bullying methods. This suggests that it would be necessary to clarify the interaction of these two types of media. 3) Pupils exposed to " ijime" TV programs tend to bully others and this suggests the necessity to control the portrayal of bullying behavior on TV.

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This study aims to design a new tutoring system for distance higher education through broadcasting such as the University of the Air, Japan. In 1985, Terawaki and others reported on the educational reformation of two way communication between a teacher and students. We tried to improve the communication method by setting up more convenient communication lines by facsimile instead of mail. The focus of this study was on students' self-learning process and effects of tutoring by facsimile. In this study, we used two TV programs of the University of the Air, in 1985. These programs entitled "Earth and Space" and "School Education" and were delivered in Suwa area from December 1985 till March 1986 for 15 weeks through CATV.

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