Sesame Street Observation Report

Every child is a unique child, and all children are at diverse stages in their development, henceforth they all have their own individual needs. There are numerous advantages for children when their individual needs are met. Children turn out to be a greater amount of a compelling and self-coordinated learner, as they are enhanced in their gifts and capabilities. They are given support to help progression and to reach goals in learning and development to meet the Early Years Foundation Stage guidance.

Environmental: A child’s environment plays a big role in their development. Exposure to different forms of activities that exercise the analytical and creative sides of the brain are important.

Children develop in many ways including through physical activity, mental activity and interaction with others (Roode, 1). According to a January 2007 clinical

Development and General Knowledge, and are a necessary and required component of quality early learning programs. Although the concept of “Big Ideas” per se has not filtered down yet to the field of early childhood education for all ages of children before the recognized, official, and standardized kindergarten learning programs implemented at age five, I expect that it will, and I am learning to plan lessons and activities according to this methodology (besides, the concept of applying “Big Ideas” is how I have been trained to plan during my last year of education courses here at FGCU, and it just makes sense to do it that way). As a Child

Sesame Street is a preschool educational program and first aired November 10, 1969. Over the years, the program has reflected the changing attitudes of childhood development, cultural diversity and psychology. Sesame Street

She looked into shows such as Dora the Explorer and Dragon Tales which have proven to be beneficial to the learning of infants and toddlers. She focused on “the three C’s”: context, content and the individual child. The content that is displayed by some shows, SpongeBob for example, is absurd. SpongeBob will have a child actually believing that squirrels live in the ocean and that sponges live in pineapples. Shows that focus solely on the education of children are shows that should be watched because they are helpful and not harmful to the eyes of young

In the nonfiction novel The Tipping Point, Malcolm Gladwell takes his readers on a journey through an array of social epidemics to observe what causes them to spread globally, or what he calls their tipping points. His style, along with an unambiguous tone and diction, captivates the interest of his intended young adults audience. He argues that tipping points have three different causes: the Law of the Few, the Stickiness Factor, and the Power of Context. Gladwell successfully connects with his reader and presents much evidence to defend his viewpoint before turning it over to the reader for he or she to try to cause an epidemic on his or her own. With situations so massive as social epidemics, the complexity of the topics he proposes could be very arduous to understand, but, through his style, tone, and diction, Gladwell makes his points clear.

How Joan Ganz Cooney Changed the Lives of American Woman During Joan Ganz Cooney’s lifetime, women were not treated with the equal rights as men were treated with. They could not have the same jobs or education that they currently possess. Today woman are even running for president. Not only was Cooney the most successful woman of her time, she also managed to be an inspirational figure to many.

The beginning of Sesame Street as an epidemic began with the very start of the television program. Television producer, Joan Ganz Cooney embarked on a mission to create a children’s learning epidemic (Gladwell 89). Many epidemics that are covered in Gladwell’s novel are unintentional. The producers of Sesame Street, however, purposefully researched the effect of their show to ensure that it was impactful. It is arguable whether or not they wanted to provoke an epidemic, but the effects of the program were completely intentional. In

Sesame Street is an educational program created for children by Sesame Workshop, a nonprofit media organization. Sesame Street first aired on November 10th, 1969, and has helped to shape the values and worldview of millions of youth around the globe. The program presents a variety of educational, moral, and practical lessons, such as the importance of sharing, how to count, and tie a shoe. Fast forward nearly five decades, Sesame Street is tackling subjects once considered taboo, such as gender, racial diversity, and disabilities.

The webcast that I chose for this module is titled Preschool for ELLs. This webcast was separated into four different categories which cover the following topics; language instruction, curriculum, professional development, and family outreach. I decided to watch Preschool for ELLs because the topic is very dear to me as an elementary education teacher. The first video began with describing how English Language Learners develop the language skills they needed to become successful readers. The speaker went on to discuss the importance of Maslow’s hierarchy of needs in English Language Learners, and how it’s development plays a vital role in the child’s language development. Another point the

I watched the Mickey Mouse club, Dora the explore, and Doc Mcstuffin. What I learned about all three of these shows teach the children about how to count their ABC’s and 123’s and how to get along with others. I love how all the shows show children how to solve problems with others. The TV shows I watched was not violent at all they may show the characters arguing or having a disagreement but they eventually solve the problem. I love how Dora teaches the children Spanish and English. I think they should teach our kids another language at an early age. I like Doc Mcstuffins because she teaches children how they can grow up be anything they put their minds to do. My little niece walks around saying she either wants to be a nurse or doctor when

On average, 50% of children in the United States do not attend preschool (Annie E. Casey Foundation’s annual Kids Count, 2012). For many children, the most important and vital schooling comes before they even enter kindergarten. Children who attend preschool before entering kindergarten do not only learn things such as counting and their ABC’s but they are offered a chance to learn social and emotional skills, how to interact with other children, and how to network in a structured setting. Children who do not have the opportunity to learn these essential advantages are not as prepared for kindergarten as children who have (Linda Broatch, M.A., 2013). Many children enter kindergarten without ever having the opportunity to be in a structured environment. These children struggle learning new rules, guidelines, and procedures that are necessary to know when attending kindergarten. Between the ages of 3 and 5, a child 's vocabulary grows from about 900 to 2,500 words, and his/her sentences become more complex (Linda Broatch, M.A., 2013). Attending preschool helps children expand their vocabulary at a young age. It also gives them a chance to use their senses to explain and discover why things happen. The research proposal, as presented in this paper, will focus on the effects of children who attend preschool before kindergarten. The psychological perspective in which I will view this problem is the positive psychology perspective (Hockenbury, 2011). I believe that attending

Early childhood is a time full of curiosity, exploration, creativity, excitement, and rapid development. During these formative years, children develop attitudes about education that remain with them for the rest of their lives (Kostelnik, Soderman, & Whiren, 2011). High quality early childhood education programs and highly effective, passionate teachers or care providers will not only promote young children’s development and academic achievement but will also foster a lifelong passion for learning. ECE programs and educators utilize learning centers to contribute to young children’s acquisition of literacy, numeracy, creative thinking, problem solving, and motor skills as well as a number of other skills and knowledge (Jarrett, 2010).

The elementary years are full of major milestones of both cognitive and social development. These elementary milestones as described by Piaget include primarily the concrete operational stage where children develop logical thinking skills including the ability to distinguish personal thinking skills (Bukatko and Daehler, 2012). Elementary educators and care givers have a responsibility to provide and environment rich in play and peer interaction as well as focused on the appropriate zone of proximal development, pushing towards the development of higher level thinking skills.