This research project used a conceptual framework to study television viewing as a process of communication rather than as a one way transfer of information from the set to the person. Children's own definitions of experience of television viewing/behavior were used to shape the direction and concerns of the project. As background to, and in support of, this project, a review of research on children and television is included. A three stage research design used a combination of methods to explore the relationship of children between the ages of 8-9 and 11-12 years with television. For Stage 1, 64 Australian school children were interviewed to determine their definitions of the television world and their television behavior. Stage 2 involved observations of 23 children at home watching television and doing other routine activities. In Stage 3, 486 school children were surveyed by questionnaire. Data collected were summarized under two headings: television viewing as children understand it, and social interaction during television viewing. It was concluded that: (1) adults need to be more aware of the dynamic relationship children have with television and its special significance to those who have little access to other kinds of leisure; (2) program content should do justice to their viewing abilities and curiosity; and (3) children must be given programs that deserve their enthusiasm. (33 references) (CGD)