Kids’ Time: childhood, television and the regulation of time

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Abstract
This article is concerned with the relationships between children's understanding of the organisation of television time and their sense of what it means to be a child. It is based on qualitative data gathered in one inner city primary school, as part of a broader research project investigating the changing nature of children's media cultures. The article suggests that the notion of time is a crucial aspect of the ways in which children define their relationship with television. It analyses three related aspects of this phenomenon: firstly, children's perceptions of the institutional definitions embodied in the practice of television scheduling; secondly, their notions of psychological development, based partly on the structure of the schedule and partly on their own ‘reading histories'; and thirdly, the place of their television viewing in the scheduling and organisation of family life.

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