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Children Proposal Guidelines

PBS Criteria for the Evaluation of Children's Programming Proposals

Children's programming is a large part of our schedule and a major consideration in all that we do. It is not surprising there are many imaginative and caring people who would like to contribute to the impressive inventory of children's programming on public television. Since this is a genre distinct from any others we consider, we have provided a list of guidelines obtained from PBS for producers to consider when preparing a proposal for children's programming.

Following are some questions used to evaluate every proposed project or completed series reviewed for inclusion in the NPS children's schedule. It is important to remember that answering each of these "correctly" will not necessarily guarantee a project that is suitable for acceptance and broadcast by PBS. The list provides, instead, an overview of the review process we regularly use to develop and sustain an educationally viable, entertaining and trusted children's program service on PBS.

1. What are the educational goals of the proposed series/program? What are the objectives? What will the child be able to do/think/find out after watching the television program?



2. Is an educational advisor or educational advisory board involved in the proposal development? Will the services of an educational advisor/board be engaged in the development process? Do the producers perceive the need for such educational guidance?



3. Is there an outreach plan for the project with specific information about print and/or online components? If so, who will be directing the outreach component of the project? How will the proposed outreach materials enhance the educational value of the project? How does the outreach coordinate with local stations’ ongoing activities?



4. Is there a research plan to test a pilot or sampler for appeal and educational value to the target age? What is the proposed methodology for the research? Who will do the research?



5. Who are the characters? Is there a healthy ethnic and gender mix and balance between the characters who are the main initiators of the driving dramatic action of the series? Are all the characters fully developed, with strengths and liabilities? Or are the characters simple, one-dimensional, good guys, bad guys, and token ethnic or gender representations? Is the dialogue fresh and friendly, conversational and believable?



6. Are there any adult characters? Are adults portrayed as viable sources for information and support? Or are they shown as interfering, unimaginative, stodgy, or overly-critical dupes?



7. Does the project avoid damaging stereotypes of ethnic minorities, age groups, men, and women?



8. What is the storyline through which the educational messages are taught? Is the storyline strong and well-defined? Or is it a thin premise for the educational goals of the series? Is it original or hackneyed? Has it appropriate complexity for the target audience?



9. Is the project kid-friendly? Has it a sense of the kid-culture in which it must compete for the attention and loyalty of the target audience? Is it stylish? Has it a healthy sense of humor and energy?



10. Is there a musical component? Who is the music director? What is the musical style? Is it engaging? Original? Effectively used in the overall design of the program?



11. How do the storyline, dramatic intent and educational goals of the project complement the current schedule of children's programming on PBS? What does this project add to the mix? What new educational goals does the project address? How do these goals enhance the objectives of PBS programming and the Ready to Learn Service on PBS (to help children get and stay ready to learn)?



12. What expertise in production, child development and education do the producers bring to the project?



13. Is the project fun? Would you encourage children to watch it?