Browsing by Subject "Sesame Street"

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    Building resilience in young children the Sesame Street way
    (Springer, 2014) Cohen, D.; Oades-Sese, Geraldine V.; Allen, Jedediah W. P.; Lewis, Michael; Prince-Embury, S.; Saklofske, D. H.
    Sesame Workshop is a nonprofit organization involved with community outreach to support the educational needs of children and to foster healthy, strong families. The Educational Outreach Department creates needs-driven public service initiatives across multiple media platforms, leveraging relationships and distributing materials through a network of strategic partnerships in the United States and internationally. One such initiative is Little Children, BIG Challenges, which provides educators, service providers, families, and young children with the tools and resources necessary to overcome everyday challenges, transitions, and stressful life events. These resilience-enhancing tools and resources maximize the use of multimedia and technology and showcase the lovable Muppets of Sesame Street in various scenarios and specific experiences relevant to military and civilian families.
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    ItemOpen Access
    Effectiveness of sesame workshop's little children, big challenges: A digital media sel intervention for preschool classrooms
    (John Wiley & Sons, Inc., 2021-06-26) Oades-Sese, G. V.; Cahill, A.; Allen, Jedediah Wilfred Papas; Rubic, W. L.; Mahmood, N.
    This cluster-randomized pre-post comparison study examined the effects of using Sesame Workshop's Little Children, Big Challenges: General Resilience (LCBC) digital media toolkit in preschool classrooms over a 12-week period. Participants included 157 preschool teachers and 766 preschool children from 159 preschool classrooms in 38 Head Start centers, 7 Military Child Development Centers, 2 community-based preschool agencies, and a public school district. Children's social-emotional skills, behaviors, and relationship qualities were measured using a combination of direct testing of children and teacher behavioral ratings. Hierarchical linear modeling accounted for classroom-level nested data and the results indicated that LCBC increased emotion vocabulary, attachment, initiative, self-control, emotion regulation, and adaptability. The LCBC intervention also significantly reduced teacher conflict, attention problems, and emotion control problems. Additionally, the teacher survey indicated that the intervention was appealing to teachers and students. Reasons for nonsignificant effects on teacher closeness, social problem solving, and social skills are discussed.