Niños pequeños, retos grandes

Niños pequeños, retos grandes, la etapa más reciente de la iniciativa multianual y bilingüe para fomentar la participación comunitaria, se propone ayudar a los niños de 2 a 5 años en las familias militares, veteranas y del público en general para que puedan desarrollar la fortaleza emocional y la perseverancia necesarias a fin de superar los desafíos pequeños y grandes que se les presenten. La presencia de un adulto que se preocupe y apoye al niño es uno de los factores más importantes para desarrollar estos atributos. Por ello, los adultos pueden valerse de las herramientas de esta iniciativa para fomentar en sus niños la capacidad de transformar los retos diarios en oportunidades de apoyar el desarrollo y crecimiento infantiles.

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comunicado de prensa

SESAME WORKSHOP SE ENFOCA EN LA FORTALEZA EMOCIONAL

Ayuda para los niños superar la adversidad y desarrollarse

10 de diciembre de 2013 (Nueva York, NY) – Encontrar maneras divertidas e interactivas para ayudar a los niños pequeños aprender acerca de la lectura, la escritura y la aritmética ha sido siempre la misión central de Sesame Workshop, la organización educacional sin fines de lucro que produce Sesame Street. A lo largo de los años, Sesame Workshop se ha concentrado también en otros temas esenciales, como la fortaleza emocional. Sesame Workshop presenta hoy una iniciativa para seguir apoyando este componente tan crítico en el desarrollo saludable infantil al convertir los desafíos diarios en momentos de aprendizaje.

Niños pequeños, retos grandes, la etapa más reciente de la iniciativa multianual y bilingüe para fomentar la participación comunitaria, se propone ayudar a los niños de 2 a 5 años en las familias militares, veteranas y del público en general para que puedan desarrollar la fortaleza emocional y la perseverancia necesarias a fin de superar los desafíos pequeños y grandes que se les presenten. La presencia de un adulto que se preocupe y apoye al niño es uno de los factores más importantes para desarrollar estos atributos. Por ello, los adultos pueden valerse de las herramientas de esta iniciativa para fomentar en sus niños la capacidad de transformar los retos diarios en oportunidades de apoyar el desarrollo y crecimiento infantiles.

“Sesame Workshop se ha dedicado por más de 40 años al desarrollo de la fortaleza emocional infantil para que los niños logren su potencial máximo”, comentó la Dra. Jeanette Betancourt, vicepresidente principal de Sesame Workshop para la participación comunitaria y familiar. “Hemos tratado temas difíciles como el encarcelamiento y el divorcio. Ahora seguimos la campaña de enseñar las actitudes esenciales que los niños pueden desarrollar para enfrentar los desafíos diarios, como la rivalidad entre hermanos y la tristeza a la hora de ir a dormir. Estos recursos ayudan a los niños a aprender y desarrollarse de estas situaciones y proporciona a los adultos en sus vidas actividades habituales a los niños que les ayudan a desarrollar estos atributos esenciales de un modo que sólo Sesame Workshop puede hacerlo: con los Muppets”.

Niños pequeños, retos grandes está diseñada para:

  • Presentar las aptitudes y estrategias que los niños (de 2 a 5 años de edad) necesitan para desarrollar la fortaleza emocional y perseverar en las siguientes situaciones:
    • Desafíos cotidianos, como superar la tristeza de irse a la cama, hacer nuevas cosas, aprender de los errores, hacer nuevos amigos, ser todavía incapaz de hacer alguna cosa y resolver conflictos entre amigos.
    • Transiciones y situaciones de importancia, como conducta mala o agresiva, la rivalidad entre hermanos y mudanzas.
    • Ofrecer actividades y rutinas positivas para padres, cuidadores y educadores con los que puedan fomentar a diario la fortaleza emocional en los niños pequeños.

Sesame Workshop colabora estrechamente con asesores del proyecto y colaboradores para preparar una estrategia de difusión integral que garantice la distribución de estos recursos bilingües multimediáticos entre todas las familias del país. En estas redes de distribución se incluyen grupos para la crianza de niños, profesionales del cuidado infantil, trabajadores sociales y profesionales de la salud mental, entre otros. Todos los colaboradores y redes recibirán orientación formativa mediante webinarios a medida que integran estos materiales en los programas establecidos, así se logrará el efecto más considerable en las comunidades que sirven.

Los componentes de Niños pequeños, retos grandes incluyen:

  • Kits de recursos multimedia bilingües (inglés y español):
    • Un DVD de Sesame Street presentando un cuento con los Muppets y videos musicales con niños y familias reales.
    • Una guía para la familia con consejos y estrategias.
    • Una guía de actividades para el educador que puede usarse con los niños en el salón de clases.
    • La aplicación móvil Respira, piensa, actúa con Sesame que ayuda a los niños aprender estrategias para resolver problemas y contiene consejos y actividades para que los padres puedan ayudar a sus niños a manejar los desafíos que enfrenten. Puede obtener la aplicación para tablilla y teléfono inteligente en Google Play™, App StoreSM  y Amazon para Kindle Fire.
    • SesameStreet.org/Challenges, un kit de recursos en línea con videos , la guía para la familia y la guía de actividades para el educador (ambas descargables), hojas de actividades imprimibles y consejos para padres y cuidadores.
    • Youtube.com/SesameInCommunities destaca las listas de reproducción de videos.
    • Facebook.com/SesameStreetInCommunities para compartir recursos educacionales gratis con adultos.
    • Videos podcasts descargables en:  itunes.apple.com/us/podcast/Sesame-in-Communities.
    • SesameWorkshop.org/Challenges/Partners con el lenguaje del proyecto y materiales descargables que los colaboradores pueden usar para promover estos recursos.

Mayor apoyo para Niños pequeños, retos grandes fue provisto por BAE Systems y el apoyo generoso fue provisto por The Prudential Foundation, el Departamento de Asuntos de los Veteranos, la Robert R. McCormick Foundation, el USO y la Military Child Education Coalition.

Sobre Sesame Workshop:

Sesame Workshop es la organización educacional sin fines de lucro que produce Sesame Street, el  destacado programa de televisión llega a millones de niños diariamente en más de 150 países. La misión de Sesame Workshop es de utilizar el poder educacional de los medios para ayudar a los niños de todas partes del mundo alcanzar su máximo potencial. A través de una variedad de plataformas, Sesame Workshop desarrolla y distribuye contenido, basado en investigación, (incluyendo programas de televisión, libros, juegos, aplicaciones móviles e iniciativas de alcance comunitario) que apoya el aprendizaje a temprana edad, ayuda a los niños a prepararse para la escuela y se ocupa en sus necesidades de desarrollo. Los programas de Sesame Workshop son adaptados a las necesidades de regiones específicas y se enfocan en temas que ayudan a los niños pequeños y sus familias a desarrollar destrezas importantes para un aprendizaje duradero. Para más información, visítenos en www.sesameworkshop.org.

Visite Sesame Street en:

www.sesamestreet.org
Sesame Street en Facebook
Sesame Street en Twitter
El canal de Sesame Street en YouTube

Para saber más sobre la iniciativa de Sesame Street para familias militares, visite:            

Sesame Street for Military Families en Facebook

Persona de contacto:

Pam Hacker
Sesame Workshop
212.875.6225
pam.hacker@sesameworkshop.org

Download Press Release

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Descripción general del proyecto

La necesidad

La fortaleza emocional es la capacidad de afrontar los desafíos y superarlos1. A medida que los niños vayan comprendiendo sus propios sentimientos y aprendan a resolver problemas, ellos desarrollarán aptitudes importantes de fortaleza emocional que les serán útiles cada día. Según investigaciones actuales, la fortaleza emocional no solamente es un rasgo innato, pero los niños pueden desarrollar con éxito aptitudes de fortaleza emocional que influenciará su propio bienestar y éxito personal futuro2. Uno de los más importantes factores para desarrollar estas aptitudes es la presencia de un adulto comprensible y compasivo que ayude a los niños pequeños a afrontar los desafíos cotidianos, tanto los grandes como los pequeños3.

La iniciativa

Niños pequeños, retos grandes está diseñada para:

Presentar las aptitudes y estrategias que los niños pequeños (edades 2 a 5 años) necesitan para desarrollar la fortaleza emocional y perseverar a través de:

- Desafíos cotidianos, como la tristeza a la hora de dormir, probar nuevas cosas, aprender de los errores, hacer nuevos amigos, no poder hacer algo todavía y resolver problemas entre amigos; y 

- Transiciones y situaciones importantes, como la conducta mala o agresiva, la rivalidad entre hermanos y una mudanza

Ofrecer a los padres, cuidadores y educadores actividades y rutinas positivas para ayudar a los niños pequeños fomentarla fortaleza emocional a diario.

Componentes de la iniciativa

• Kits de recursos bilingües de multimedia ,incluyen:
– DVD de Sesame Street que presenta un cuento de los Muppets y videos musicales con niños y familias reales.
– Guía para la familia con consejos y estrategias.

• Guía del educador para ser utilizado con los niños en el salón de clases.

• Aplicación móvil Respira, piensa, actúa que ayuda a los niños a aprender estrategias para resolver problemas y proporcionar a los padres consejos y actividades que puedan usar para ayudar a sus niños a enfrentar los desafíos. La aplicación está disponible en formatos de tablillas y teléfonos inteligentes (Smartphones) en Google PlayTM, en App Store(SM) y en Amazon para Kindle Fire.

Sesamestreet.org/challenges/spanish
– Kit de herramientas en línea con video continuo, una guía para la familia descargable, hojas de actividades imprimibles y consejos para padres y cuidadores.

Youtube.com/SesameInCommunities con listas de reproducción de videos.

Facebook.com/SesameStreetInCommunities página de red social que comparte recursos educativos gratuitos con los adultos.

• Videos podcast disponibles para descargar en itunes.apple.com/us/podcast/Sesame-in-Communities.

• SesameWorkshop.org/Challenges/Partners con el contenido de proyectos y medios descargables que los colaboradores pueden utilizar para promover estos recursos.

Evaluación formativa y de impacto

Los recursos se basan en la evaluación formativa realizada con los niños, padres, cuidadores, proveedores de servicios y educadores. Se evaluará la iniciativa con estos grupos para sopesar los cambios en las aptitudes de los niños pequeños que les permitan desarrollar fortaleza emocional.

Distribución e integración

Se distribuirán kits de recursos multimedia entre las familias militares y de veteranos a través de Military OneSource, el Department of Veterans Affairs, la USO y la Military Child Education Coalition. Además, los asesores y socios de proyecto nos ayudarán a identificar otras redes de distribución tanto en la comunidad militar como en el público en general que incluyen grupos de crianza de niños, profesionales de cuidado infantil, educadores, proveedores del cuidado de la salud, trabajadores sociales y profesionales de salud mental. Nos proponemos guiar a nuestros socios y sus redes mediante seminarios en la web para mostrar la integración de los materiales multimedia en sus programas existentes y de esta manera lograr un mayor impacto en las comunidades locales que sirven.

Patrocinadores

BAE Systems ha provisto el mayor apoyo para la iniciativa Niños pequeños, retos grandes. También el apoyo generoso de The Prudential Foundation, el Department of Veterans Affairs, la Robert R. McCormick Foundation, la USO y la Military Child Education Coalition.

La iniciativa Niños pequeños, retos grandes

Niños pequeños, retos grandes es una iniciativa multianual y bilingüe (en inglés y español) de alcance comunitario para las familias militares, veteranas y del público en general con niños de 2 a 8 años de edad y tiene por objetivo proporcionar a estos niños las aptitudes y estrategias que necesitan para desarrollar la fortaleza emocional y perseverar en los desafíos cotidianos, así como a través de cambios y transiciones más significativas. Fases previas de Niños pequeños, retos grandes han provisto recursos que ayudan a las familias afrontar el divorcio y el encarcelamiento de uno de los padres.

Contáctenos

Para saber más de estos recursos, escríbanos a challenges@sesame.org. Para solicitudes de prensa, comuníquense con Pam Hacker en pam.hacker@sesame.org.

1. Grotberg, E. (1995). A guide to promoting resilience in children: Strengthening the spirit. Early Childhood Development: Practice and Reflection series (Bernard Van Leer Foundation). Retrieved June 28, 2011 from: resilnet.uiuc.edu/library/ grotb95b.html.
2 Blum, L.M. Resilience building through the early childhood years. (White paper) p. 5.
3 Pizzolongo, P.J. & Hunter, A. (March 2011). I am safe and secure: Promoting resilience in young children. Young Children, 67–69.

Download the Project Overview

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Página de consejos

Consejos para padres y cuidadores

Los desafíos diarios son parte de la vida y ocurren a todo momento. El paso más importante para desarrollar la confianza que necesita su niño pequeño para enfrentar cualquier cosa es proveerle su amor y apoyo.

La iniciativa Niños pequeños, retos grandes de Sesame Street provee consejos y estrategias para ayudarles a usted y su niño (edades 2 a 5) a lidiar con los desafíos y desarrollar destrezas para la fortaleza emocional.

Calmarse

Si su niño se siente frustrado o intranquilo, respirar y pensar en un plan puede ayudarlo a sentirse mejor. He aquí cómo:

Respira: Anime a su niño a poner las manos sobre su barriguita y a respirar profundo tres veces.

Piensa: Ayude a su niño a pensar en algunos planes para resolver el problema.

Actúa: Escojan un plan e inténtenlo juntos.

Ayudar a su niño a manejar sentimientos fuertes

Motive a su niño a expresar sus sentimientos y consuélelo con palabras y acciones.

  • Ayude a su niño a nombrar sus sentimientos. Hágale preguntas para ayudarlo a expresarse. Si frunce el ceño, diga: “Veo que frunces el ceño; ¿algo pasó hoy que te hizo sentir mal?”.
  • Fomente el sentido de seguridad de su niño dejándole saber que usted piensa en él. Quizás puede ponerle una nota en la lonchera o darle dos besos y un abrazo cada noche a la hora de dormir.

Practicar la paciencia

A medida que su niño aprenda maneras divertidas de hacer pasar el tiempo y tener paciencia, le será más fácil esperar. Intente estas ideas:

  • Dé a su niño una tarea especial, como buscar las cosas que son de color azul, contar las personas en la fila o inventar un cuento acerca de algo que vea.
  • Haga un baile o cante una canción con su niño para hacer pasar el tiempo.

Ayudar a su niño a superar los errores

Si su niño aprende a controlar sus emociones, cometer errores será menos molesto.

  • Recuérdele a su niño que la manera para aprender hacer algo es con la práctica y también mencione las otras cosas que puede hacer ahora porque las practicó.
  • Dele el ejemplo a su niño y dígale que todos cometemos errores. Cuando confronte sus propios errores, trate de estar positivo y de pensar en un plan para intentarlo otra vez. Deje que le escuche decir: “Primero haré esto y luego haré…”.

Algunos niños y sus familias deben lidiar con desafíos más difíciles. En sesamestreet.org/challenges/spanish encontrará guía y estrategias para ayudar a su niño con situaciones como:

- Conducta mala o agresiva
- Acoso o intimidación
- Rivalidad entre hermanos
- Mudanzas

Download Tip Sheet

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video
  • What We Are Anthem

    New anthem, What We Are, as part of Sesame Street’s newest resiliency initiative Little Children, Big Challenges. This bilingual, multimedia outreach initiative is for military, veteran, and general public families with young children, to help increase self-awareness, boost self-esteem, and help children persevere through changes.

    Watch on YouTube
  • I Can Be Patient Song

    Cookie Monster sings about being patient. For more information check out: http://www.sesamestreet.org/challenges

    Watch on YouTube
  • Bye Bye for Now Song

    In this song, real kids sing about saying good-bye to their parents -- but just for now! For more information check out: http://www.sesamestreet.org/challenges

    Watch on YouTube
  • Elmo Doesn't Give Up Song (Yet Song)

    Elmo and Louie sing a song about how even though Elmo might not be able to do certain things right now, he should keep trying and think "I just can't do it, yet!" For more information check out: http://www.sesamestreet.org/challenges

    Watch on YouTube
  • Little Children, Big Challenges

    Sesame Street recently kicked off its newest outreach initiative, Little Children, Big Challenges, for military, veteran, and general public families with young children. The initiative aims to provide the skills and strategies young children need to build resilience and persevere through day-to-day as well as more serious changes and transitions. Little Children, Big Challenges kicked off with a new anthem, What We Are, which was performed live on the Intrepid by the Quantico Marine Corps Band with Sesame Street’s Gordon, Elmo and Rosita, and the host of Lifetime’s Coming Home, Matt Rogers. Enjoy this highlight reel from the performance!

    Watch on YouTube
  • Chris Colfer & Elmo Talk About Bullying

    Chris Colfer helps Elmo and his friend chicken cope with bullying, as part of Sesame Street’s initiative for helping build resilience among all children: Little Children, Big Challenges.

    Watch on YouTube
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arte
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Arte para colaboradores
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Asesores

BULLYING

CATHERINE BRADSHAW, Ph.D., M.Ed., is a developmental psychologist and child mental health services and prevention researcher. She holds a doctorate in developmental psychology from Cornell University and a master’s in counseling and guidance from the University of Georgia. She is a Professor and Associate Dean of Research and Faculty Development at the University of Virginia’s Curry School of Education. She also serves as the Associate Professor in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health and has a joint appointment in the School of Education at Johns Hopkins University. She is the Associate Director of the Johns Hopkins Center for the Prevention of Youth Violence and is the Co-Director of the Johns Hopkins Center for Prevention and Early Intervention at the Johns Hopkins Bloomberg School of Public Health. Her research focuses on topics related to the development of aggressive and problem behavior and school-based prevention. She collaborates on research projects examining bullying and school climate; the development of aggressive and problem behaviors; effects of family and environmental stress on children; and the design, implementation, and evaluation of evidence-based prevention programs in schools. Catherine was a co-investigator on the Johns Hopkins Military Child Initiative, which examined issues related to mobile military youth. She is the Associate Editor of the Journal of Research on Adolescence and Editor elect of Prevention Science. She has written several papers and chapters on topics related to school climate, bullying, youth violence prevention, resiliency, and adjustment. 

BARBARA COLOROSO is a consultant on parenting, teaching, school discipline, positive school climate, bullying, grieving, nonviolent conflict resolution, and restorative justice. Her parenting and teaching strategies were developed through her years of training in sociology, special education, and philosophy, as well as field-tested through her experiences as a classroom teacher, laboratory school instructor, university instructor, seminar leader, volunteer in Rwanda, and mother of three grown children and three grandchildren. Barbara is the author of five international bestsellers, including Parenting Through Crisis—Helping Kids in Times of Loss, Grief and Change and The Bully, the Bullied, and the Bystander: From Preschool to High School—How Parents and Teachers Can Help Break the Cycle of Violence, and two video programs for parents and teachers.

ROBIN D’ANTONA, Ed.D. is an author, educational consultant and adjunct professor at Nova Southeastern University. A certified national Olweus bullying prevention trainer, Robin is the author of 101 Facts about Bullying: What Everyone Should Know.  Her book, Tackling Bullying in Athletics, examines the negative effects of bullying and the importance of school safety, offering practical solutions for both coaches and parents.  A founding board member of the International Bullying Prevention Association, Robin has conducted and published research on the effects of cyber bullying and bullying in athletics. After her own personal tragedy in 1993, she has dedicated her career to raising awareness and furthering the information base on these issues. She is recognized nationally as a charismatic lecturer and keynote speaker on bullying prevention in schools and athletics as well as on the internet.

STAN DAVIS has worked for human rights in many different ways. In the 1960s he worked in the Civil Rights movement. As a social worker and child and family therapist in the 1970s and 1980s, he worked with abused, traumatized, and grieving children and trained Child Protective Workers. He designed and implemented training for a network of rape crisis centers and collaborated with police to develop effective interventions for domestic abuse. After retiring from being a school counselor, he began putting his energies toward helping schools prevent bullying. He is the author of Schools Where Everyone Belongs: Practical Strategies to Reduce Bullying and Empowering Bystanders in Bullying Prevention. With Dr. Charisse Nixon, Stan is co- leading the Youth Voice Research Project, which has collected information from more than 13,000 young people in the United States about what works and what doesn’t work in bullying prevention. 

CHARISSE NIXON, Ph.D., received her Ph.D. from West Virginia University and is currently an Associate Professor of Psychology at Penn State Erie. Her primary research interest focuses on all forms of peer mistreatment, including both relational and physical mistreatment. Charisse is currently studying effective prevention and intervention efforts to reduce peer mistreatment and its associated harm. Building students’ resiliency is a core tenet of her work. She is the coauthor of Girl Wars: 12 Strategies That Will End Female Bullying (Fireside, 2003) and Youth Voice Project: Student Insights into Bullying and Peer Mistreatment (Research Press, 2014), as well as several scholarly articles on peer victimization. She is currently co-leading the Youth Voice Project with Stan Davis to examine the effectiveness of bullying strategies from the students’ perspectives across the country. Charisse trains educators throughout the United States providing a unique integration of empirical research and practical strategies to help educators create learning environments that optimize student development. 

KEN SEELEY, Ed.D., founded The Partnership for Families & Children (formerly Colorado Foundation for Families & Children) in 1993 . He has served as its President and CEO since 1993. Ken developed the National Center for School Engagement in 2003 to serve as a national resource for engaging high risk students and their families and to improve school climate. He is an experienced educator and cross-system leader, having extensive background with at-risk youth in schools, juvenile justice, mental health, and substance abuse settings. He has served as principal of the Laboratory School at the University of Northern Colorado and was a tenured faculty member at the University of Denver, College of Education. He has served as a policy analyst and consultant for the Center for Study of Social Policy and many foundations including the Annie E. Casey Foundation, the Edna McConnell Clark Foundation, the Colorado Trust, and the Piton Foundation. He currently serves as a senior consultant to The Center for Child and Youth Justice, the Denver Mayor’s Office of Strategic Partnerships, and One Community Collaborative in Pueblo, CO.  Ken currently serves On the Boards of Qualistar Early Learning, Project Voyce, Colorado Association of School Based Health Centers, and Coalition of Community Schools. He is a research consultant in bullying, victimization and delinquency prevention for the United States Department of Justice.

JOSEPH L. WRIGHT, is Senior Vice President for Community Affairs at Children’s National Medical Center in Washington, DC, the nation’s third-oldest children’s hospital. In that capacity, Dr. Wright provides strategic leadership for the organization’s advocacy mission, public policy positions and community partnership initiatives. Academically, Dr. Wright is Professor and Vice Chairman in the Department of Pediatrics, as well as Professor of Emergency Medicine and Health Policy at the George Washington University Schools of Medicine and Public Health. Among the original cohort of board-certified pediatric emergency physicians in the United States, Dr. Wright’s major scholarly interests include emergency medical services for children, youth violence prevention, and the needs of underserved communities, areas in which he has contributed to over 70 peer-reviewed articles, reviews and book chapters in the scientific literature. Dr. Wright has been recognized for his advocacy work throughout his career including the Shining Star award from the Los Angeles-based Starlight Foundation, the Fellow Achievement Award from the American Academy of Pediatrics (AAP) for exceptional contributions in injury prevention, especially his work around bullying, the Distinguished Service Award from the AAP Section on Emergency Medicine, and induction into Delta Omega, the nation’s public health honor society. Dr. Wright serves on several national advisory bodies including as an inaugural appointee to the Department of Transportation’s National EMS Advisory Council, the Board of Trustees of the National Children’s Museum, the March of Dimes Public Policy Advisory Council, and recently as an Obama administration appointee to the Pediatric Advisory Committee of the Food and Drug Administration. He regularly delivers invited expert testimony before Congress and state and municipal legislative bodies, has made numerous media appearances and lectures widely to both professional and lay audiences. Dr. Wright earned a BA from Wesleyan University in Middletown, CT, his MD from Rutgers Biomedical and Health Sciences/New Jersey Medical School, and a Masters of Public Health in Administrative Medicine and Management from George Washington University.

GENERAL RESILIENCE

ROSE SEGRETI has over 23 years of experience in the field of child care. Currently she leads the Special Initiatives Division at Child Care Aware® of America which includes Exceptional Family Member Respite Care programs for the Air Force and Navy,  Army Child Care in Your Neighborhood and the Refugee Child Care Microenterprise Development Project funded by the Office of Refugee Resettlement and the Department of Defense funded Military Child Care Liaison Initiative. Rose worked at an educational publishing company, Teaching Strategies, Inc, where she was responsible for designing and providing training and technical assistance for child care programs serving large customers which included the Army and Navy. She also worked in a variety of child care settings including Head Start, University of Maryland Lab School and large multi-site child care centers. She has facilitated quality improvements such as NAEYC accreditation of infant through 5 year old child care programs. She holds Bachelor’s Degree in Early Childhood and Elementary Education from Wheelock College.

STEPHEN J. COZZA, M.D., COL, USA (Ret), is a graduate of the United States Military Academy at West Point, New York.  He received his medical degree from the George Washington University School of Medicine and Health Sciences.  He completed his residency in General Psychiatry and fellowship in Child and Adolescent Psychiatry at Walter Reed Army Medical Center in Washington, D.C.  Dr. Cozza is a diplomate of the American Board of Psychiatry and Neurology in the specialties of General Psychiatry and Child and Adolescent Psychiatry.  He has served in a variety of positions of responsibility in the Department of Psychiatry at Walter Reed Army Medical Center including Chief, Child and Adolescent Psychiatry Service; Program Director of the Child and Adolescent Psychiatry Fellowship Program; and Chief, Department of Psychiatry.  He retired from the U.S. Army in 2006 after 25 years of military service. He currently serves as the Associate Director, Center for the Study of Traumatic Stress, Uniformed Services University.  He was instrumental in organizing and executing the initial mental-health response to the September 11, 2001, attack on the Pentagon.  Under his leadership, the Walter Reed Department of Psychiatry spearheaded the initiative to provide mental-health services, support, and follow-up to the many injured service members, their families, and their children who receive medical treatment.  As the Associate Director of the Center for the Study of Traumatic Stress, Child and Family Programs, Dr. Cozza has highlighted the impact of deployment, injury, illness, and death on the children and families of military service members.  He is published in scientific literature and has presented on these topics at multiple national and international scientific meetings. 

Jerlean Daniel, Ph.D., is the former Executive Director of the National Association for the Education of Young Children (NAEYC), the nation’s largest organization of early–childhood education professionals working with and on behalf of children from birth through age eight.  Jerlean previously served as Chair of Psychology in Education, and Associate Professor in the Applied Developmental Psychology Program, in the School of Education, after serving as Assistant Professor in the School of Social Work at the University of Pittsburgh.  She was On-Air Faculty for “Heads Up! Reading,” an early literacy project sponsored by the National Head Start Association and the Council for Professional Recognition.  Jerlean currently serves on the board of Family Communications and the Advisory Council for PNC bank’s initiative Grow Up Great.  Jerlean has written a series of articles on transitions for infants, toddlers, and children with difficulties in child care, along with articles on African American child-rearing practices and children’s names.  Jerlean was a child-care center director for 18 years and holds a B.S. in Political Science, an M.S. in Child Development, and a Ph.D. in Education from the University of Pittsburgh. 

SUNIYA S. LUTHAR, Ph.D., is Professor of Psychology at Columbia University’s Teachers College and Professor Adjunct at Yale University’s Child Study Center; As of Jan 2014, she will be at Arizona State University.  She received her Ph.D. from Yale University in 1990.  Suniya’s research involves vulnerability and resilience.  Suniya’s research involves vulnerability and resilience among various populations including youth in poverty and children in families affected by mental illness.  Her recent work has focused on children in affluent communities, and her findings on problems among these youth, particularly pertaining to substance use and anxiety, have received much attention in the scientific community, among parents and school administrators, and in the national media.  Suniya’s books include Children in poverty: Risk and protective forces in adjustment; Developmental psychopathology: Perspectives on adjustment, risk, and disorder; and Resilience and vulnerability in childhood: Adaptation in the context of adversities.  Suniya has been Associate Editor of Developmental Psychologyand Development and Psychopathology and has served as Chair of a grant-review committee at the National Institutes of Health (NIH), member of the Governing Council of the Society for Research on Child Development (SRCD), and of the American Psychological Association’s (APA) Committee on Socioeconomic Status.

GERALDINE V. OADES-SESE, Ph.D., is an Assistant Professor of Pediatrics and the Associate Director at the Institute for the Study of Child Development of Rutgers Robert Wood Johnson Medical School, Rutgers, The State University.  She is the founder and Director of the Research Lab for Resilience and Early Childhood Development and the CREATE (Childhood Resilience & Early Achievement Toward Excellence) Clinic.  Her current research focuses on the social-emotional and academic resilience of at-risk preschool children.  She has authored a number of publications on resilience of young children, early childhood development, and assessment; and coauthored a book titled, Culturally Sensitive Narrative Interventions for Children and Adolescents.  She served as a guest editor for a peer-reviewed journal, Psychology in the Schools: Special Issue on Resilience in the Schools.  She is a 2011 Society for the Study of School Psychology Early Career Scholar and the recipient of the 2010 NJDEC Lucille Weistuch Early Childhood Special Education Leadership Award.  Her professional experiences include providing assessment and intervention services for young children, at-risk adolescents, and young adults..

WILLIAM (BILL) PFOHL, Psy.D., is a Professor of Psychology at Western Kentucky University, where he has trained school and clinical psychologists for 32 years. His specialty areas are school and clinical child psychology.  He has served as a school and/or clinical psychologist in New York, New Jersey, and Kentucky.  Bill has been heavily involved in leadership positions in state, national, and international school-psychology organizations.  For the National Association of School Psychologists (NASP), he has served as Kentucky Delegate, Secretary, Web Master, and two-time President (1996–97, 2005–06).  Bill was awarded the NASP Lifetime Achievement Award in 2010.  Bill was an original member of NASP’s National Emergency Assistance Team (NEAT) which has responded to many acts of school violence and disasters.  He was awarded the NASP Crisis Interest Group Service Award in 2012. He was the President of the International School Psychology Association (ISPA) – 2009-2011.  He currently trains school psychologists in Europe in school safety and crisis response.  This effort is a part of ISPA and the European Union.  Bill is regularly interviewed on local TV and radio about mental health and child/family related matters. Recently, he was nominated for Western Kentucky University’s Public Service Award, after winning the College of Education and Behavioral Science Public Service Award.. He was awa4rded the Peterson Prize by Rutgers University in 2000 for outstanding  professional service as an alumni. Bill received his Doctor of Psychology degree from the Graduate School of Applied and Professional Psychology, Rutgers University (1979).  He holds bachelor’s and master’s degrees from St. Bonaventure University.  Bill was born in Syracuse, NY.  He is married with three children.  Bill enjoys photography, music, travel, and being with friends.

PATTY SHINSEKI, a native of Kauai, HI, earned undergraduate degrees in Biology and Sociology at Pacific University, Forest Grove, OR, and a Master’s Degree in Biological Science Education at Teachers College, Columbia University, New York City.  She taught Biology and Physical Science at the high-school level in Hawaii.  An Army spouse for 38 years, Mrs. Shinseki devoted herself to volunteer efforts in the schools and community on behalf of military families and children.  She has served on the Boards of the Armed Services YMCA, The Army Distaff Foundation, and, most recently, was a member of The Panel for the Care of Individuals with Amputations and Functional Limb Loss, a subcommittee of the Defense Health Board.  She currently serves on the Board of Directors of The Military Child Education Coalition, as the chair of its Living in the New Normal: Supporting Children Through Trauma and Loss initiative, and is a member of the Board of Managers of The Army Emergency Relief.  She is pleased to participate on the Advisory Boards for Sesame Workshop’s Talk, Listen, Connect program, the White House Joining Forces initiative, and a member of the Leadership Council of the Franklin Project, a Policy Program of the Aspen Institute that promotes national service.  The Shinsekis have two children and seven grandchildren.

SANDRA SPENCER is Executive Director of the National Federation of Families for Children’s Mental Health, which is dedicated exclusively to helping children in the United States with mental-health needs and their families achieve a better quality of life.  Sandra has served in numerous advocacy roles including leading the first grassroots, family-run organization in Eastern North Carolina that advocates for families and children with mental-health challenges.  Other advocacy work includes being a peer mentor for Systems of Care communities across the United States; developing a parent-involvement curriculum at East Carolina University; and helping to establish a System of Care for children with serious emotional disturbances in Greenville, NC.  Sandra is also the overseer of the Parent Support Provider Certification, an innovative workforce development initiative that uses the lived experience and specialized training of parents to assist and empower families raising children and youth with emotional, developmental, behavioral, substance use or mental health concerns to partner with child and family serving agencies to improve outcomes and eliminate stigma and discrimination for these vulnerable youth and their families. 

BARBARA THOMPSON, Director, Office of Family Policy/Children and Youth, Office of the Deputy Assistant Secretary of Defense (Military Community and Family Policy), is responsible for core programs and policies that impact military families’ well-being, such as family centers, financial-readiness programs, joint-support programs to serve geographically dispersed military members and their families, volunteers, deployment readiness, life-skill development, and the Department of Defense’s children and youth programs operating at over 300 locations serving 700,000 children ages birth through 18 years.  Prior to assuming her current position, Barbara had a special assignment coordinating support programs for severely injured Service members and their families.  Before joining the Office of Secretary of Defense staff, Barbara worked for the Air Force’s family member programs as a child-development specialist in charge of training and curriculum development for the Family Member Programs Branch, Headquarters Services Agency.  Barbara was chosen as one of only 11 Harris mid-career fellows (experienced professionals with an established record of leadership and achievement) for ZERO TO THREE’s prestigious Leaders for the 21st Century program.  This leadership development initiative provides each of the participants with an opportunity to collaborate with top leaders from many disciplines.  Barbara lived in Madrid, Spain, for 20 years and became fluent in Spanish, and moved to the Washington, D.C., area in 2000.  Barbara completed post-graduate course work in early childhood education, and received a Master’s of Science in Management from Troy State University.

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patrocinadores

BAE Systems

BAE Systems is a global defense, aerospace and security company with approximately 93,500 employees worldwide. The Company delivers a full range of products and services for air, land and naval forces, as well as advanced electronics, security, information technology solutions and customer support and services. In 2011, BAE Systems reported sales of £19.2B (US $30.7B).

More About BAE Systems

Prudential

Each year, The Prudential Foundation invests approximately $25 million in grants in efforts that support the revitalization of communities and support Prudential employees' community engagement efforts.

More About Prudential

The Robert R. McCormick Foundation

La Fundación de Robert R. McCormick está comprometida a contribuir a comunidades de ciudadanos educados, informados, y comprometidos. Entre sus programas filantrópicos, el Parque de Cantigny y museos, la Fundación ayuda a crear ciudadanos líderes y trabaja para mejorar las comunidades. La Fundación fue creada como una Fundación benéfica en 1955, tras la muerte de Robert R. McCormick, el quien por mucho tiempo fue el editor y publicador de el periódico Chicago Tribune. La Fundación de Robert R. McCormick es una de las fundaciones más grandes de la nación, con más de $1 billón en bienes. Para más información, por favor visite www.McCormickFoundation.org

More About the Robert R. McCormick Foundation

USO

The USO (United Service Organizations) lifts the spirits of America’s troops and their families millions of times each year at hundreds of places worldwide. We provide a touch of home through centers at airports and military bases in the U.S. and abroad, top quality entertainment and innovative programs and services. We also provide critical support to those who need us most, including forward-deployed troops, military families, wounded, ill and injured warriors, their families and caregivers, and the families of the fallen. The USO is a private, nonprofit organization, not a government agency. We rely on the generosity of our volunteers and donors.

More About the USO

Military Child Education Coalition

When the Military Child Education Coalition was first established in 1998, the founding members set out to help military-connected children meet the challenges that frequent transitions pose during their educational years. As the years have passed, the Military Child Education Coalition has grown in its mission to ensure quality educational opportunities for all military-connected children affected by mobility, family separation, and transition,

More About the Military Child Education Coalition
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sesame workshop

Who we are

Sesame Workshop is the nonprofit educational organization behind Sesame Street and so much more.

Our Mission

Sesame Workshop’s mission is to use the educational power of media to help children everywhere reach their highest potential.

How we do it

Our recipe for success is combining a curriculum that addresses children’s critical developmental needs with the sophisticated use of media and a large dose of fun.

A proven impact

Our work promotes learning with real, measurable results, a fact borne out by numerous studies and sustained through our research-intensive process.

Teaching the whole child

Beyond ABCs and 123s, our programs deliver crucial lessons about health, emotional well-being, and respect and understanding to help kids grow up healthy, happy, and at home in their world.

On a global scale

It began as a simple yet revolutionary idea in the United States: to teach kids through television. 40 years later, it’s grown into a worldwide educational phenomenon, reaching millions of children in more than 150 countries.

A local approach

Our international programs are tailored to the unique needs of children, their country, and culture, created with local educators, advisors, and puppeteers. This often results in a fully local Sesame Street with its own name, language, curriculum, and Muppets.

Beyond television

Since our start on TV, we’ve become a multimedia pioneer, using everything from radio, books, and videos to the latest in interactive media and technology, efforts that are enhanced through collaborations with our colleagues at the ground-breaking research and innovation lab, the Joan Ganz Cooney Center.

Targeted outreach

Through on-the-ground outreach efforts, we bring our lessons directly into the homes and classrooms of particularly vulnerable communities, where they have a dramatic impact in kids’ lives.

Collaborative successes

Generous support from like-minded partners — foundations, corporations, individuals, governments, and others — has been critical to our mission for more than four decades and continues to make new projects possible.

Download Sesame Workshop Overview

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Contacto y comunicación

Pam Hacker
Sesame Workshop
212.875.6225
pam.hacker@sesame.org

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