Human knowledge of himself, nature and his surrounding environment is not possible without information exchange and communications. In fact, it is in the light of information exchange and communications that man can think, create, and touch new realities that allow him to play a decisive role in the empowerment and thriving of society. Media are the place where the developments in culture take place and are reflected either in artistic and symbolic forms or in the sense of models, dispositions, life styles, values and norms. In other words, media by influencing the lower parts of social life helps sometimes the creation of new models and arts and sometimes contributes to the cultural stabilization of the society. It seems that most of mass media have a kind of normative orientation. Children are exposed to mass media in an extensive and unprecedented way. One can say that mass media, particularly television, has dominated the free time of children. Moreover, we can feasibly claim that children are the most vulnerable social group. They are flexible and their mind's defensive system is not well developed and can be easily hurt. On the other hand, all studies endorse the continuous existence of these effects. What enters the child's mind stands there and turns in to a part of her character. Thirdly, children are tomorrow's men and women in every society, then the quantity and quality of society are dependent upon the development of their potentialities and potencies. Despite their importance, mass media including television, do not have a measured and scientific discourse of children. We do not know what kind of child must be trained? To what extent should this child think in traditional or modern terms? This particularly becomes highlighted in a world where various and distinguished measures exist along with numerous diverse life styles none of which is similar to the other. Rather they all are different and in some cases contradictory. Therefore, on the one hand, we need to provide a clear and well-arranged discourse, and on the other hand, the programs related to the children must be driven from this very discourse so that the child and her family not to change to another man by watching every new program. The balance of character of the child requires her to be exposed to consistent and scientifically coherent messages; in addition to this, these discourses must enjoy the minimum consistency. The child produces new discourse or message by seeing a media message. This discourse has a situational color and aspect. One needs to see that this child in which situation has received the message.