ABSTRACT
The challenge for the Early Childhood Adviser to Play School is to make the theory and philosophy of early childhood accessible, relevant and clearly articulated in the production of children’s television. This article explores the means by which this is achieved in the Australian production of Play School.
Particular attention is given to perceptual considerations for setting, staging, materials used, selection of camera shots, the use of language and visual and verbal matching in scripting and recording. Special features of Play School include the clarification of reality and fantasy through visual and verbal presentation, as well as the child-presenter interaction.
