Chamki from India's Galli Galli Sim Sim entertains and educates children on the streets of Delhi.
Marie-Louise Mares is an Associate Professor in the Department of Communication Arts at the University of Wisconsin-Madison.
Sesame Street has always been unique in terms of how much research goes into designing each episode and evaluating how effective the program is. That research happens not only in the US, but also for the various versions of Sesame Street around the globe. Extraordinary amounts of work go on, conducting research studies in countries as diverse as Bangladesh, China, India, Tanzania, Mexico… Read More
Michelle Newman is a Senior Curriculum Specialist at Sesame Workshop.
Touch screen devices have dramatically changed the way young children interact with technology. Preschoolers no longer have to struggle with a mouse or a laptop touch pad – they can now use their fingers to tap, drag, and trace items directly on the screen. When we started to develop one of our first robust iPad apps in 2010, we were extremely optimistic about all of the affordances of this new technology. What surprised us was the number of new challenges we needed to overcome to create a quality developmentally appropriate learning experience for young children. Read More
David Cohen is the director of domestic research for Sesame Workshop.
When my friend tried to explain her divorce to her 8-year-old niece, her niece reflected “It’s going to take me awhile to process this.” Her niece’s reaction might be considered precocious, but it also shows the deep emotions children grapple with when faced with such a life altering effect.
Young children need ongoing and sensitive help from trusted adults who approach this event in age appropriate ways. In fact, young children are at risk of having more adjustment problems than older children, since they are still in the early process of developing the coping skills necessary to deal with all the changes associated with divorce. They also often blame themselves for the divorce or feel that it is their responsibility to bring their parents back together. Read More
Jessica F. Cantlon is Assistant Professor of Brain and Cognitive Sciences at the University of Rochester.
I am never quite sure what my daughter is thinking about as we interact. I’ll watch my child’s reactions as I read her a book and I wonder whether she is thinking about the words that I am saying, the printed words on the page, the pictures I’m gesturing toward, or something else entirely. And, when I see her completely mesmerized by something we’re watching on television, I often wonder what aspects of the program she’s absorbing. One way to get ‘inside’ the minds of young children, especially children too young to articulate their thoughts in words, are studies that measure children’s neural activity while they engage in everyday activities like listening to stories or watching educational television. Such studies can not only help us understand which pieces of information children are processing in everyday situations, but how their brain is filtering, reacting to and registering the content to which they are exposed. Read More
The tragic events from Friday morning left the nation shocked, horrified, and speechless. But while often, adults can’t find the words to express the anguish we’re feeling, the children in our lives still have questions and fears.
“What’s happened?”
“Are we safe?”
“I’m scared.”
As parents and caregivers, we want to help our children through this, and make sense of the words and imagery they are seeing on TV an other media. Over the course of decades, Sesame Street has been asked these very questions, and we’ve put together a packet of materials in hopes of helping families cope with these issues. Those materials, available here (as a pdf), are free for you to download. You may also view our Emergency PSA’s available on YouTube. While we can’t make the concerns go away, we hope these materials help you address the recent tragedy, and other emergency situations, with the children in your lives.
Touch screen technology is revolutionizing interactive digital experiences for children. No longer do our little ones need to wait to learn to navigate a mouse or press keyboard keys in order to access a host of interactive content designed for them. Instead, we see toddlers and preschoolers confidently navigating their parents’ iPhones, iPads, and other touch screen devices with astonishing agility and purpose. The explosion of apps for young children is not surprising; there is high demand and high appeal.
Sesame Workshop, whose mission is to help children reach their highest potential, is learning as much as we can about these media platforms so that we can use them to best meet children’s educational and developmental needs. We scour academic journals and policy-based reports; we consult experts in the field, and we also spend as much time as we can with children and parents observing and talking to them while they use touch screen devices. Read More
Since its inception Sesame Street has been committed to tackling the challenges that young children face, no matter how difficult or unorthodox it may be to discuss those topics with children. With this commitment in mind, Sesame Workshop is taking on the subject of divorce, an emotional trial many children go through. Yet many parents are uncertain how to reassure or even explain what is going on to their children.
Elmo is the man… err, monster these days! Headlines all across the nation are giving him credit for making apples more appealing. A new study published this month in the Archives of Pediatrics and Adolescent Medicine conducted by researchers at Cornell University found that children ages 8 to 11 were 65 percent more likely to add an apple to their lunch in their school cafeteria when Elmo stickers were placed on the apples compared to when the apples had no stickers. Sesame Workshop had no input or knowledge into this study until it came out in the press, but it reconfirms our own and others’ research on the power of beloved characters in influencing food choices and other behaviors.
Ed. Note: This post was authored by Rosemarie Truglio, Jennifer Schiffman, Jennifer Kotler and Susan Scheiner of Sesame Workshop’s Education and Research Department.
N.B. Above is a playlist of Sesame Street ABC segments from throughout the years. Keep watching to see more examples of our educational alphabet content, or use the playlist icon to scroll through and find your favorite.
The alphabet hasn’t changed since Sesame Street first debuted in 1969. No letters have been removed. No new letters have been discovered. Similarly, the importance of providing a foundation for a lifetime of learning is just as important then as it is now. What has changed over time is the expectation for a child once he or she enters kindergarten. We’ve heard countless stories from parents who are concerned that activities that were appropriate for first and second graders have trickled down into kindergarten. Standards are more stringent and expectations are higher. However the country is still facing a literacy crisis, with newspapers around the country citing statistics indicating that many children are entering kindergarten ill-prepared.
Our mission at Sesame Street isn’t just to teach children numbers and letters. Encouraging socio-emotional development is also a major part of our curriculum. In particular, our goal is to encourage “self-regulation.” It’s a term our early childhood education experts use to describe a person’s ability to control his or her thoughts, actions and emotions.
Happiness, sadness, anger: These are all emotions that children feel. But they need to be taught to identify what they’re feeling if they’re going to respond productively. For instance, if a child has a toy taken away by another child, he needs to recognize what he is feeling – anger – before he can decide how to respond. Instead of, say, hitting the child who took his toy, if he knows he is angry he can realize that he has options for his behavior. One option would be to take a deep breath and ask for his toy back. Recognizing and labeling his emotions is a critical “skill” for a child to develop if he is going to think and then act instead of merely reacting.
Anger is a simple emotion, but self-regulation is also about identifying more complex emotions: pride, excitement, frustration, etc. At a Sesame Workshop curriculum seminar, an educational advisor once told a story about when her daughter came home and said she was angry. Her mom asked why and the girl said because a friend at school had a pink, sparkly coat that she wanted. Her mom told her she wasn’t angry, she was jealous. Identifying subtle differences between emotions like anger and jealousy is critical if a child is going to learn to be self-regulatory.
Identifying and managing one’s emotions and having self-control is just one aspect of self-regulation, but it is important when helping children develop social-emotional competence and achieve academic success. If a child learns self-regulation skills at an early age, it can help them be better prepared for school and for life. That’s why, when teaching children the building blocks of numeracy and literacy, we also help them learn social and emotional skills.
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Jessica F. Cantlon is Assistant Professor of Brain and Cognitive Sciences at the University of Rochester.
Touch screen technology is revolutionizing interactive digital experiences for children. No longer do our little ones need to wait to learn to navigate a mouse or press keyboard keys in order to access a host of interactive content designed for them. Instead, we see toddlers and preschoolers confidently navigating their parents’ iPhones, iPads, and other touch screen devices with astonishing agility and purpose. The explosion of apps for young children is not surprising; there is high demand and high appeal.
