Preparing children for school has always been a part of what we do at Sesame Workshop. To continue to do this and understand the needs of today’s children, our research team commissioned an analysis of the Early Childhood Longitudinal Study to ascertain the status of preschoolers school readiness and their abilities as they enter kindergarten. The findings are being released today in the Kindergartners’ Skills at School Entry report. The report shows wide differences in school readiness persist with 44% of children entering school with one or more risk factors that impact their success in school. The analysis examined four risk factors that have been associated with children’s development and school achievement: single parent households, mothers with less than a high school education, households with incomes below the federal poverty line and non-English speaking households. High-risk children (those with all four risk factors) were found to be nearly a year behind their peers with no risk factors in their reading and math abilities.
In light of these findings, we are sharing our Sesame Street Educational Framework for School Readiness. The Framework is a guide that outlines the developmental progressions of preschoolers within the 20 core school readiness skills. Up until now, it has been an internal guide used to complement the whole child curriculum that is the basis of all Sesame Street content that helps children grow smarter, stronger and kinder. We are releasing this document in the hopes that fellow content developers will use it to better understand the developmental needs of preschoolers and create educational content that will help close the school readiness gap.
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
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
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.
Thorough research provides the foundation of everything Sesame Workshop produces. Whether it’s a book, a game or an episode of our flagship program Sesame Street, our early childhood education experts spend hours working with parents and young children to ensure that all of our educational material, no matter what medium it comes in, is both fun and effective. That policy hasn’t changed as new technologies have allowed us to bring our educational efforts to new venues, such as applications for tablets and smart phones. In fact, the simple nature of updating apps has allowed us to continue scrutinizing the effectiveness of our educational material even after it’s been published.
Take the recently updated version of our first book app for iPad, The Monster at the End of This Book, based on the classic book of the same name. Although the app, made in collaboration with Callaway Digital Arts, was tested before release to ensure that it was educational, navigable and entertaining, we received feedback suggesting some parents and children were not fully utilizing the app’s user interface. Even little hiccups can hamper the effectiveness of an app’s educational aims, so our research team went back and took another look at it. They found there were ways to make the app even more user-friendly.
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.