DOCUMENT RESUME

ED 126 864 IR 003 769

AUTHOR Flores, BeatrizTITLE The Observation and Testing Report on the Sesame

Street Program.INSTITUTION California Univ., Los Angeles. Chicano Studies

Center.; Children's Television Workshop, New York,N.Y.

PUB DATE [74]NOTE 264p.; Not available in hard copy due to marginal

legibility of original document

EDRS PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS.DESCRIPTORS *Biculturalism; Bilingual Education; *Educational

Television; Evaluation Criteria; *Mexican Americans;Observation; Preschool Children; Program Evaluation;Programing (Broadcast); Scripts; Television Research;Television Viewing

IDENTIFIERS Chicanos; Childrens Television Workship; *SesameStreet

AUTRACTTo evaluate the effect of the children's television

program "Sesame Street" on Chicanc viewers and to identify areas forimprovement, the Children's Television Workshop contracted with theChicano Studies Center at the University of California at Los Angelesto provide the following services: (1) establish observation sites inthe Los Angeles area to evaluate the reactions of Chicano children;(2) read and evaluate,"Sesame Street" scripts and suggest ways tomake content more accessible to Chicano children and more reinforcingof the Chicano culture; (3) pre- and post-test 19 Chicano children todetermine the effects of watching 4 weeks of programs. This report:(1) describes the criteria for evaluating programs, and givesexamples of actual program evaluations; (2) describes the observationinstruments and methodology; and (3) lists the results of theobservations. (EMH)

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THE OBSERVATION AND TESTING REPORT ON

THE SESAME STREET PROGRAM

This document was processei for the ERIC Document Reproduction Serviceby the ERIC Clearinghouse at Stanford. We are aware that some pages probablywill not be readable in microfiche;-. In i4---1ry Ho%. Nver, this is the bestavailable copy, and we feel that the document should not be withheld frominterested readers on the basis of these unreadable pages alone.

Submitted to: Children's Television Workshop

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ED ATION

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SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

Beatriz Flores, Project CoordinatorChicano Studies Center-UCLA

The following report is submitted in order to comply with the last agreement

In the contract of the Chicano Studies Center, University of Calirnia at Los

Angel,ls and the Children's Television Workshop. The report will include the

activities of Phase I of the Sesame Street Research Project, which are as follow:

History, Contractual agreement (Observation, Program Review, Script Review and

Testing); Conc;usion. There is an attached report covering Phase II, being the

Script and Program 'Reviews.

TABLE OF CONTENTS

Page

Introduction 2

History of the Sesame Street Research Project 3

Advisory Committee 4

Socio Cultural Research (Script and ProgrampReviews)By: Pat Herrera Duran 7

Observation: Research ObjectiVe 38

Observation Instrument and Procedure 41

Observation Sites 46

Observation Groups 48

Testing Report 49

Appendix :

Sesame Street Instructional Goals 94

Observation Instruments - Phase I 104

Observation Instruments - Phase II 123

Program Reviews of Vesting. Period 162

Test Questions 169

Possible Future Research 252

In the main, the cultural, content of television programming is culturally-bound

reflecting the mainstream value orientations. Consequently, the minority child is

If directed to see himself as a member of the white majority while at the same time there

exists a different reality in his home, school and community. The language and life

style of the minority child is immediately put to question thereby confusing the child

and in many instances impeding his development.

It has been stated by Early Childhood Specialists, (e.g. John Locke in Childhood

and Adolescence ), that between the ages of 1 to 5 the behavior patterns of the child

are shaped by 1) associations; 2) a set of connections between events that occur

simultaneously; 3) and a conditioned reflex theory. The child associates and compares,

with his culture-image, the inlpges that are presented to him on television. According

i4. o john Locke, "he or she learn a differentiate between the self as a knower and the

self as the thing known." For this reason the portrayal of his life style on television

is of great importance. At this early stage of childhood development, how he sees

himself and others, con develop attitudes of positive or negative self-esteem.

The Chicano Studies Center at the University of California at Los Angeles, knowing

the importance of television on the lives of Chicano children agreed to delve into the

content of the Sesame Street Program produced by the Children's Television Workshop.

There was a contractual agreement between the Chicano Studies. Center and the

Children's Television Workshop to conduct research on the reactions of Chicano children

to the Sesame Street Program. Emphasis was placed on the content and presentation of

the Spanish Segments, however, all of the segments were evaluated ond rated according

to the children's reactions. A complete analysis of the program was needed to measure

the immediate and possible future effects on the children.

2

History of the Sesame Street Research Project

In the latter part of the November of 1971, Cecilia Suarez was contacted by

b representative from the Children's Television Workshop regarding her potential

involvement in the Sesame Street Program with regards to the bilingual/bicultural

segments of the same. Due to her very busy schedule she suggested that repre-

sentatives of t'.e Workshop contact the Chicano Studies Center in order to ascertain

a way in which the two organizations might collaborate. The Studies Center was

so contacted and several meetings took place to establish the role of both partiis

and the studies which were to be conducted. The areas in which the Center involved

itself with respect to CTW's activities, are as follow:

I) The establtshment of observation sites in the Los Angeles Area to evaluate

the reaction of Chicanitos to the Sesame Street Program. The Observation groups.

were conducted in two parts.

I. February, 1972 to June, 1972

I I. July, 197/ to February, 1973

2) The Reading of Sesame Street Scripts prior to production, October, 1972.

In the analysis of each script very strong recommendations were made on each segment,

especially the Spanish segments. Also included were objectives for bilingual and

culturally relevant concepts.

3

Program Reviews:. November, 1972 through January, 1973. The programs,

were evaluated on the basis of the Sesame Street Instructional ,Goals, and how they

were presented. There was careful attention paid to the effectiveness of each segment

and whether it was geared to children ages three to five. The reviews fo'cussed on the

. following issues: (Pat Herrera Duran's report).

I. Adapting the present Sesame Street curriculum to make itseducational objectives more accessible to the Chicano- child,.

1. Assisting in providing reinforcement of a strong sense of ce.s1-tural identity and self-pride in Spanish speaking children,

3. Developing ana appreciation and understanding of the Chicanoculture by viewers of non-Spanish speaking background.

3) Testing: A pre and post test was administered to I9-Chicano children. The

effectiveness of four weeks of programs Shows /396-405 (1971-72 season) and Shows

/406-415 (1972-73 season), was to be determined by the outcome of the testing.. A

report is included describing the: Subjects; Test; Programs; and Test Scores.

Advisory Committee

An Advisory Com' mit;<:e was assembled to review the Center's position to Children's

Television Workshop and to assure the implementation of the mentioned issues. This

committee assisted the project throughout its existence.

Members were:

Ray Castro, Center's Director, 'Education ( Phase I of Observation period )Dr. 'Rodolfo Alvarez, Director, Sociologists (Present Direatoi)Dr. Simon Gonzales, EducationPatricia H. Duran, Adult Education, M.A.,.Bill De la Torre, Early Childhood,Cecilia Suarez, Early ChildhoodReynaldo Macias, Bilingual Education

-4-

Advisory Committee, cont.

Moctezuma.Esparza, MediaPatricia Tamayo, .Education

ge:

f.

The Advisory Committee crud the Sesame Street Research Project. Staff would meet

monthly to review the project's progress and to discuss the best way. to record accurately

the Chi can° children's reactions to the Sesame StreV Programs.

Each member of this Committee spent time working with the Research Design and gave

their advice as to what way the Chicano Studies Center could best work utilizing their

resources to supply Childrdiiils Television Workshop with the information needed and at

the same time serve the best interest of the Chicano community.

Durinb the first part of, the Research Project there was a misunderstanding as to

the manner of implementation :fa submitted bilingual and culturally relevant material.

To bring about some clarity regarding this issue a workshop was established bringing

together Children's Television Workshop's staff, the Chicano Studies Center Staff, and

the community people. The following issues were discussed:.

Bilingualism in the Chicano Community

Role of the Chicano. Studies Center in developing bilingual andcultural relevant curriculum

" History and Education of the Chicano ", presented by Reynaldo Macias

Curriculum vs. Production Ideas

Note: This discussion clarified' the Center's position in the development of

bilingual and culturally relevant curriculum for the Sesame Street Programs. The

working framework of the Children's Television Workshop, as stated by staff, did not

permit the implementation of a developed bilingual curriculum on the -Sesame Street

5

C

program, if presented in a final packet. Any suggestions-'would be considered if

channeled within the framework of the "Workshop. There was a mutual agreement

that the Center's involvement in production ideas and recommendations would be

included in the script and Program Reviews .( refer to: Pat Herrera Duran's report).

6

R

SOCIO-CULTURAL RESEARCH ON

THE SESAME STREET PROGRAM

7

By: Pat Herrera Duran

Researchers: Pat Herrera DuranIsabel:Romo

4.

.

The following report will be sOmittdd in order to conclude the

contract

,-

b4ween Chicano Studies Center, University ei California, LosA, A

and Children's 'television WOrkshop ccncerding the Script and

Program Reviews of the 1W2-73 Sesame Street programs. These reviews were

part ofsa total project that also included documentation of observations

made of Chicanochildren viewing 'Sesame StreEt.- That documentation will be.

the subject.of_another report. The-review phase of the project was compliped

in two cycles: Script Reviews - October"19721 and Program Reviews - November..

1972 through January1973.

Script Reviews

I

The terms of the script reviews called for comments and suggestions

, -

for change that could be made before specific segments were actually filmed.- .

The way in which scripts are organized it was possible to make comments

oniy'on those segments written especially:for the 1972-73 season. These

acts were usually performed. by regular CTW cast members of live actors and

Muppets. Those segments that were filmed for-previous seasons or else

thrtigh contract's with specific people, are listed on the script simply

1

under the contractors name, e.g., Henson, Poverty, along with the objective

of the segment. Therefore an segment other than original ones that were

.completely written out could riot be reviewed until they.4peared on 'the.

actual telecast. Many of theSr prerecorded ones had been,used in previous

seasons and it was

anyway, even if va

impossible that any changes could have been made in them'

could have reviewed the content of the filmed segments.

C 8:

ii

'3 Generally the script/reviews

cano Studies Center) produC'ed no

Script #413 which was aired on N

which had as its stated object "

11 dr which are on file in the Chi-

major criticisms except in two cases.

ember 27, 1972 contained a segment

nish.culthre/Natural environment."

The. segment was'about a boy, Enrique, who kept pigeons in a cages The

dialogUe'concerns the feeding habtts of the bird. The-criticism was

that the statement of the objectives gave the impressioh,that the seg-

ment was about the cultuteicultures of Spain and also the natural en-

vironment of the birds, n fact, neither of these objectiveS.was pre-

ented due to the way the s gment was written. The:main.criticism Was

that the writers did not distinguish between hobbies.and truecultural

indicators. Keeping birds in a cage is an international pass time or

hobby. Further, simply because a segment is written in Spanish does

not mean that it givesany information concerning the culture of any.

gioup of people whii speaks Spanish, The SpaniSh:language'is used by

peoples of Mexico, Pueit9 Rico, Central and South America and also by "

Chicanos, but it does not mean that the value systems, historical exper-,-

ienceS and traditions are the same in ,all cases. This confusion or lack

of perception of the differences between the ,..mltures,and.the name of

a language used by a growirof people can lead to misinterpretations and

.misconceptions in defining objectives and developing methods of presen-

tation:

It .so happens that the actual telecast of the segment was not as

7,confusing asjt appeared on the-Script but this was-due to the fact that

the. 'objective was not stated dung the segment. This.way the children

could interpret the segment in any way they wanted which was probably,

just some people talking in Spanish about some birds. However, these kinds

of distinctions should be very clear in the minds of the writers and producers.

The other main comments on Script Reviews concerned attitudes or

misconceptions that were being imparted by specific segments. For example,

Script #452 contained a segment about tiaritians that made them seem 'weird'.

Since out space is the "now" frontier the suggestion was that all segments

concerning outer space and its beings and elements should be presented as

objectively as possible. It is inconceivab that we should teach our children

to approach and deal with outer space in the sape way that the frontier and

the people in the frontier of this country were salt with.

Another example of the perpetuation of myths or misconceptions was the

segment on Script #451, concerning the "Ear-Pinching Gorilla of South Africa:'.

Since there are no ear4pinching gorillas (at least those who habitually pinch

liuman ear; they may pinch their own ears; I don't know) and also since gorillas

, . .

are notindigenousto South Africa, it seems that this segment would give false

impressions or mislead thechiliirenin relation to.kinds of_animals in the.

world; their habits and also the geographical location tf types` of animals.- -

The suggestion was -that the segment should be treated as a lesson on safety at

zoos, rather than as a lesson in .aging to distinguish between ear and nose

pinching gorillas.

One general suggestion was made that in the segments concerning

classification and selection, the word "guess" should be deleted. ForTab..

example, the adult who is supposed to assist the _children in,making the right

kinds of choices usually says, e.g., "If you guessed this one.(or these)

you were right" However, the purpoSe of these. segments is to help, the

children become analytical in making theit choices. Guessing is not

:analytical and may 'encourage the qiildren to choose any answer simply becauseti

the adult is pressing them to do so. .A more analytical word such as "select"

or '"choose" would be better.

Detailed reviews and comments of all the scripts that were sent to us

were completed and sent to CTW in October 1972. With the completion of the.6

Script Reviews the next phase of the project commenced, that is, the Program

Reviews. This report appears on the following pages.

4,

Program Reviews

The terms of the contract with CTW called for us to review the pro-

grams as they were shown and write a comment or statement on eachseg-

ment, especially the Spanish speaking ones. These comments were to

focus generally on such issues as:.

1. Adapting the present Sesame Street. (SS) curriculum to make its

educational objectives more accessible to the Chicano child,

2. Assisting in providing reinforcement of a strong sense of cul-

tural identity and self-pride in Spanish speaking children,

'3. Developing an appreciation and understanding of the Chicano

culture by viewers of non-Spanish speaking background.

It also seemed to us that these attitudes being projected poten-

tially c add have a negative effect on the viewers concepts of themselves

and the way in which they view, other people. Basically thevattern

evolved around the issues of sexism and violence. During November, we

continued to view the program while at the same.time designing and test-

ing 3 research instruments on which we could-record"the data that would

either corraborate or refute our impressions. From December through

Jqnuary we docuMented our impressions using an instrument that was a

combination of all 3 designs we had experimented with during November.

A sample of that instrument is.enclosed in this report. We viewed and

recorded comments on 35 programs; December 25, and January 1 were omitted.

It should be stated here that two separate but related processes took

place during this time. DuringNovember,,December and January, individual

o.program reviews were completed and sent to CTW. These reviews consisted

of comments Concerning the isSues.related to the Spanish speaking segments

and also comments on the information that we were recording on the re-

search instrument. The research design and data that we recorded, was

12..

C

over and above the information requested by the terms ofthe contract

and has not been sent to CTW. Much of that information was included in

the program reviews but the total perspective of the research is not

completely evedent in those reviews. That perspective is included in

this report and can be considered as the raw data for continued research,

especially as it relates to the Spanish speaking segments.

Emphasis of Program Reviews

The information recorded during the program reviews was mainly from

a cultural-sociological point of view. In some instances we did make

comments concerning the sutitability of specific lyrics, actions, dia-

logue,etc., for the 3 to 5 year old child. :However, the emphasis was

from an adult perspective of the values and attitudes being imparted

ty SS. The reason we emphasized this aspect i8.becaUse we felt that we

could not do anything in the way of developing curriculum suggestions

for any kinds of segments until we had pointed out to the producer and

writers that there were certain charateristics that could be detrimental

to the. accomplishment of the goals of cultural identity and Self-pride

in Spanish speaking hildren and also to the appreciation and understand-'

ing Of the Chicano culture by non-Spanish speaking viewers.

The purpose of this research then, was, to document those segmentsI

we felt contained social and cultural characteristics that:

1. Could negate or neutralize accomplishment of goals for the Span-

ish speaking;-

2. Were part of the pattern of attitudes and incidents that were

not necessarily part of the Spanish speaking segments but which

seemed to us tb be worth noting and analyz±ngo 1

All of these characteristics are defined and classified in their

respective sectidns in this report. The segtnents that contained these.

17

1-4

t.

features were documented and the particular incident of dialogue was

also described.

A copy of the research instrument and an explanation is included

in addenda I and II. While viewing the program we marked each scitiare

in which a. related incident happened.. A brief statement about it and

any other comments were written in the comment section. All of these

marks have been tallied and the weekly total appears later in there-

port. This information-appears :in.. addenda III and IV.

Evaluation of Spanish Speaking_Segments

After viewing several Spanish speaking segments during November,(it

became apparent that another pattern was also developing in relation

to the effectiveness of the segments; effectiveness being defined here

as those segments having the most potential for accomplishing goals 1

- .

and 2 mentioned on the previous page. It seemed that even though there

were'segments labeled 'Spanish speakingthe overriding cultural and

ethnic value system even within these segments, remained Anglo-Saxon.

In some cases, there were even incidents. that were detrmentaand

contradictory to the criteria mentioned on previous pages and therefore,

negated and neutraliZed any attempt of accomPiishment of the goals. In

order. to document this we established the following characteristics for

rating each Spanish speaking segment:

1. Positive: those segments in. which the objectives or methods(including elialogue, attitude, music, lyrics, characterizations)showed the,most potential for imparting a -.full cultural and

linguistic experience; . .

.0

2. Neutral: segments in which the objectives were something thechildren mayThave needed to learn but the method of presenta-tion did not employ the full Cultural and linguistic,potentialof the objective. . .

3. Negative: segments in which some aspect of. the objective or

14

methods negated or contradicted. one or more of the criteria. .

established for goals 1 and 2. These segments were consideredto be detrimental and may have left the_ mistnder7.standings, misconceptions and negative feelings towards.the.culture and language.

One other issue should be clarified here in relation to the evalu-

ation and categorization of Spanish speaking' segments. Although we ac--

cept the fact that all people must be sensitive and accepting of other .

peoples cultures, we are operating under'the proposition that in the early

years the children must be reinforced and be brought to a positive and

clear understanding of their own identity and cultural heritage, before

they can begin to become aware and understanding of other peoples life

styles and valves. That the two can be accomplished concurrently is ac-

cepted as a possibility, but other variables enter into-the picture. For

example, it cannot be denied that the Chicano has been dprivedbfhis

culture by being denied access to learning about it threUgh the mono - lingual,

mono-cultural school system ixt the United States. That is not to say that

are'culturally but it is to say that due tb the lick of cul-,

turally relativity:of the schools, we have over 100 years of misinformation

misconceptions, lack of knowledge about ourselves, our history, our people,

our-language, to correct change, research, develope, accept and reject;

before we can objectively and realistically learn about other peolile.

We also have to correct the.misinformation and misconceptionsthat have.

been .taught to us abouf other ethnicetroupa. addition, we have. to cot,4

reCt arid change the attitudes and misinformation that Anglos themselvds,

have about us and other ehtnic groups. _(Ethnic groups for purposes here.-

can be defined as Chicano, Puerto Rican, Native American,AOriental and

,1

Black only because these seem to be the groUps.that SS has addressed.)

The foregoing was by way of,explanation that if in our evaluations

15

we seem to be as culturally bound and exclusive as we accuse others of

being, it is only because there is so much confusion, tisinformation,

ti&conceptions, and misunderstandings that are prevalent about Chicanos,

that special efforts must be made to correct them. Only if a firm

and positive foundation has been established in the children do we feel

we can begin to introduce them to other cultures. Just how his can be

done must be the object of research, some of which is now being conducted

in various areas throughout the country. However, this and other tYpes.

of research must be completed before we can seriously begin an attempt

at curriculum deveiopment for SS.

N

..

General points that were taken into consideration in the evaluation ofeach Spanish speaking segment:

Was the objective easily descernible, especially for the children?

2. Was this objective consistent with the overall goals o.. the program?

3. Was it consistant with the Instructional Goals of the season?

4. Was the objective and method, i.e., dialogue and actions, withinthe intellectual and emotional age.7range of the 3-5 year old?

5. . Was there anything in the presentation that distracted from orneutralized the achievement of the stereed objectiVe?

6. Did anything in the segment negate, dilute or. contradict any of the. other Instructional Goals that were notstated as part of the

particular Segment?

In addition to these points, and in keeping with the objective stated pre-.

viously, the Spanish speaking segments were evaluated for the following

characteristics:

t

A. Assisting) in providing reinforcement of a Strong sense of culturalidentity and self-pride in Spanish speaking children.

1. Did the segment approach the Spanish speaking children from apoint.of view that they are 'disadvantaged,' 'deprived', or inany other way inferior and therefore have to he educated, en-lightened or changed in any way?

,

2. Is it clear that the characters are Chicanos or do they just appearto be some unidentifiable "Latin?"

3. Are the incidents such that the children can recognize them as partor their own home or community life?

Dir the ChiCanos and Spariish speaking children have active partsin which they make decisions, find solutions and generally havesuccess ef,periences?

' .

5. Arethe Chicanos presthitellasfollowers or leaders in relaqonpeople froM other ethnic groupSf

6. Are the situations stereotypical, e.g., guitar strumming, alwayshappy fatalistic, irresponsible?

.

7. Is the segment a translation of an English Segment of was it de-signed with particular culturhl and linguistic implications inmind?

17

r.

8. Does the method utilize the full potential of the objective. topresent some perception of the culture and value systems of theChicano?

9. Does the segment indicate that research has been conducted andutilized as to the learning styles of the Chicano?

. 10. Are the dress, actions orethod of speakin exaggerated?

11. IS the Spanish language used as though it is part of everyday life'to be used at all times by all ages and for any level of discussionand not only for certain occassions, e.g., to express anger, fearsurprise, hostility?

12. Are the characters those that the children will recognize in theirown family and community?

'13. Are the Spanish words speddedand pronounced correctly by allmembers of the cast?

14. Are the music and songs ones that the children will recognize? Arethe songs translaitons of English songs?

. 15.. Do the children and cast present a feeling of pride in looking,being Chicano and in speaking Spanish?

16, Is the overriding cultural and value system Anglo or Chicano?'

B. Developing am appreciation and understanding of the Chicano cultureyyiewers of non-Spanish speaking background:

1. Do non-Spanish speaking members of the cast take part in segmentsthat are developed for Spanish speaking persons?

2. Do they make any attempt to speak Spanish?

3. Do they speak it correctly?

4. Do they have an active part in the presentation of Spanish speakingsegments without dominating or neutralizing the dialogue and actionsof the Spanish speaking.cast?

5.. Is the impression given-that all people can speak Spanish. and can.speak.it correctly?

6. D the non-Spanish speaking members take part .in situations relatedto t Chicano, e.g.,..-participating in holidays, eating their food?

7. Do the nSpanish speaking cast treat the Spanish speaking memberswith respect4\not upstaging them, interpreting or correcting theirSpanish or ini' ting that English be spoken since they cannotspeak Sphnish? N'

8. Were the songs in Spanish, i.e. sortl.dos, etc., translated intoEnglish so that everyone could learn about the cultural and his-torical implications of the song?

9. Does any presentation of heros, heroines,'historical figures, alsoinclude people held in esteem by Chicanos?

10. Do "People in the Neighborhood segments" al.,J include people whoare identifiably Chicano or Chicana, and are they in roles in theneighborhood that are familiar to the,Chicano children?

In addition to the criteria mentioned above, we also documented the

amount of time allotted to each Spanish speaking segment. This time was

tallied for each program and has been included in this report on a weekly

basis.

19

Spanish Segments

Positive

The segments that were noted because,they were culturally relevant include

the following:

SegmentDescri tion Ob'ective Pro. ram Comment

Luis Sings

Fiesta'

Family

SocialInteraction

Children Socialplaying'baseball Interaction

Girl /Guitar

.,

It should be understood that the3 e

435.

438

Luis sang about membersof the extended family thatare not usually mentionedon SS:

Some films of Cinco deMayo were shown. This

is an actual holiday and'not a 'contrived' fiesta.Secondly, ?the peoplesang corridos and nottranslations of Englishsongs.

The children were choosingSides for a baseball game.They used their own Spanishpronounciatioa of theirnames and.did not Anglo-cize them.

425 The children's voices dir-ected the drawing of a girlwith a guitar. The children'sdialogue was good becausethey used expressions andways of speaking that arenot used in contrived seg-

.

ments.

Girl talking to self re -.peating 'yo'' imparting apositive self-image.

cultural indicators of each segment were ey-.

aluatea in relation to? the SS segments. It is on the basis.of,these evalAa-,

tions that further research must be undertaken that will eventually lead to

production ideas and curriculum deVelopment that refleethe cognitive and

20

0, 41.4

affeCtive learning styles of Chicano children.

Spanish Segments

Neutral

SdgmentDescription

Tigre

.0sow

Olga.

Ogro011a

4

Objective

T

J.

Pro ram Comment

428,

Luz 'Luz

..Nurica

Nadi e'

-NadaNegatiVeNo

T

A number of words beginningwith T were given in Spanish.More relevant words couldhave been tia, tio, tardiada,tortilleria.A number of words beginningwith 0 were given inSpanish.

A light was turned on andoff with someone saying'luz'.

425, A number of words beginningwith 'n' were given.

. T (mausCula) 428 The letter T appeared on1 the screen with a male

.Voice saying "Tmauscula"..

Tres Tres .429 Three moppet monsters

konstros kept counting ,themselves.

o

21

Spanish Segments

Negative

Segment.Description Objective Program #

0 Solo Mio

CQmntent

428. An animated man sang

4354 "0 Solo Mio" which initself is all right.However, a song' takenfrom a\music of ChicanosMeXitains, Puerto Ricans,Cubans would haVe beenfar more geaningful.',

Maria, Sorts Visual

Houses, Discrimination

2438 The children in this

segment refused to speakSpanish although it wascalled for and Maria kept 0..prompting them to do so.

. .

Luis Sorts Body Parts 438 The children again refusedto.speak"Spanish eventhough they were promptedby Luis.

,.

430 : The children again would,not Speak Spanish althoughthe Segment called for it. 1

Opera 0 438 Thesegment featured Vikingwarriors instead of Aztec

0 or similarly related peop/e2Ofelia, was also obviously

Scandanavian.d.

The opening and closingseconds of this segmentshowed an East Indian as..the attention attractor

' rather than a Native

.American or. Chicano.

. ,

'Beso, B 433 The kiss was used in sexistmanner rather than beingus, d as sign of respect as it

i used in the Chicano1ra d Mexican cultures.

Suis Sorts Visual

Beach Objects. Discrimination

.Counting Counting

Pixilation

CY rr.

22

t-

Spanish Segments

Segment.Des cr ip ti on Objective program 1 ,Comment

Enojad

Luis

Big Bird*,

Enojadp 421 Oscar kept pronouncing theword 'enojada' very badly.Maria did not correct him.Also Maria made it seem asthough. SpaniSh was to beused only when one is angry..

" aSeveral Programs Big Bird in particular,

but' all the non- Spanishspeaking cast continually.mi6-pronounceLhis.. Theysay "Loo'ees," instead ofLuis.

(

' LuiS/Gtirdon Emotions

f

419.

7*

*

Agua Agua 448450

0 '1

23

Cordon called a boy whois named Enrique, Henry.In the Spanish segments,Enrique's name Is Enriqueand shbuli remain so,pronounced correctly ofcourse.

The song that, Luis/Gordon-sang was, merely translated ,*

from Eng4sh into Spanish.,Many songs relatling to theobjeotiv4 and also. to theChicanocultural background'

-could'have been used instead.

A mother.was dressing her childAs she was*doing it a malevoice ih the background sang ,

"da,da,da" in a tune cm-pletely out of context with

,. the Latina background ofmother and baby.

Agua was pronounced "agwa"Instead of the-way it shouldbe pronounced. This happpnedseveral times.

What are the c aracteristics of a segment that would be rated as sexist?

A segment would be rated sexist if any act within the segment presented thefemale in a role that is:

1. passive, does not take active andfuctional part in the developmentof the method or objective;

2. non-functional, useless, impotent andunable to better her situationwithout assistance;

hysterical, giggling in danger or under everyday situations;

4.-, continually traditiohal and stereotypical such as housewife, family.oriented only,,and productive only if married and/or with children;"

.5. cowardly,..Weak, unimaginative, undependable, unrealistically sweet,pretty,.or adorable;

6. unintellectual, non-academic, low-asperation, docile, submissive;

7. a follower and dependent on others, especially males, for directionand fulfillment; -

8. dominating;

Another aspect of sexism on SS is the number ofSegments in,which

there are no famales at all. These segments were too numerous to be

,listed below, but they have been accounted for'inthe overall tally, of, .

segment.types on page (LFP-LMP). Still another dimension to be considered

is the use of female Voices (FV) as compared to male voices(MV). Male

voices used as Singers, narrators, counters, etc.,'performed throughout

the segment. Female voices, on the other hand, usually Said.a phrase,

e.g., 'It's a bird,!-' or sang one line of a song instead of narrating or

singing throughout the segment: The few exceptions in which a female

voice oarried through will be noted later in the report.

The problem in the sexist segments was'not with the objectivel(

The breakdowh usually presented itself in the method that,was Used to

accomplish theobjective. The Instructional Goals that were most often

4

7

neutralized or negated by the sexist methodology were those pertaining

to Emotions, Social Units and Social Attitudes: 'However, it is conceivable

that instead of trying to reorient existing segments2 Dr produce new odes

using the same Instructional Goals, it would be far more effective "to

design completely innovative goals concerning self-concept, values,

personal qualities, potential, social ttitudes as they relate tojemales.

The nature of interaction between male d female, roles, end functions

should also be looked at.

Another female role and function on SS that needs to be discussed is

the development of the Chicaha as a model for the children to observe.

That kind-DI situation does not exist. The only reasonable facsimile,; is

Maria, who in and of herself is very effective but she does not seem to

exude any sense of.past or future on the show. . o pursue-this statement.

the following examples will be used. Susan'ajtd Gordon, both Black., are

obviously married and have an apartment on SS. -Luis, Chicano, has a shop.

that gives him roots.' Hooper, male and White, has a store that plays an

'important part on the .show. Even BB has his nest and Oscar his garbage Can.

Maria, along with Bob and David, appear intermittantly but regularly, but.

with no projection of direction or permanancy.

Receritly, a new muppet was introduced. Her name was supposed to be

Juanita band a,description of her appeared in Script # A muppet

similar to the one desdribed in the script did ap.Pear in February, but

the segment was different thatsthe:one described in the script and she

was not named Juanita. However, she has not appeared since.

On the following page is a list of the segments' that were shown

during Dec/Jan., that would be classified as sexist. A brief description

of the incident that,is considered sexist Is also encluded.

CA±

2t='

,

Sexist segments (cont.)

SegmentDescri tion Ob ective Pro tam

People in Roles 400 .

Neighborhood I

People in Roles 449Neighborhood II

Henson 423.

Favorite Game 3 429

Football NSO 433

Grover/Female Like/ 445AM Dislike

Native American Life Style 448

Cavemen EXIT 449459

0 0

26 .

Comment

All the ,people mentioned

were males in supposedlymale roles, e.g. fireman,policeman, postman.

The one female mentionedwas a teacher which is afairly traditional role.

No females in segment.All the otheroHensonsegments are by far' maledominated.

- Children were on the set.Gordon dame in and calledthe fellas to play althoughthere were several girlsamong the children.

As the children wereplaying, a girl wanted tothrow the football but,she was told to let theboy do it.

Grover sings throughoUtsegment while femalemuppet moves around notparticipating in songat- all.

Young girls do not dohomework the way that theboy in the family does.This could give theimpression that only maleNative Americans should beacademic.

All males, no cavewomen.

vb.

EVALES21051111...ILEIL2/

SegmentDescription Ob ective Pro ram # Comment

Nancy Nanny Goat

Girls PlayHouseL.A.

NSO

425 Nancy is reduced to a450 nervous wreck by being

degraded by her Nannyand.another femalenarrator.

428 Two girls play with438 doll house and furniture

while female voice singsabout growing up to bemothers.

Gone with W 424 The male sings while thethe Wind female moves aroundAnimation passively and not

participating in anypositive-way.

Magic Subtraction' 439 The princess is waiting,Subtraction , crying and helpless inAnimation ,

the castle to be rescuedby the handsome powerfulprince.

CarStaled

II-

AM's

I

Queen of .6

Near/Far

453 Animated figure hadexaggerated femalecharacteristics.

453 Male runs from femalewho is trying to sitnext to him.

6 454 ,Queen is unrealistic.fairy tale rather thansomeone with whom thechildren can identifyand'transfer-her.attributestothemsellies. . .2

Man/Elephant Problem -449 Hysteiical female criesSolving her way through segment.

, without offering anySolutions to her problems.

eiL

27

Sexist segments (cont.)

SegmentDescription Objective Program'il Comment

Witches Cooperation 450' Witches were unkeMpt andimpotent; unable to make

soup without each others

help. Count 'and Mumford,

on the other hand', are

presentable and powerful.

Kiss NSO . 449 A female kisses a man who

Animation450 -falls on his behind and

says 'bleb' (or somethinglike that) in a very

disgusted manner.

BesoAnimation'

NametVTR

Cirl/Grocery

MartianBeautyAnimation

Lonely nAnimation

Imagination

433 A little-girl kisses -ababy who cries and yowls

every time she, does it.

This in itself is notunusual since babies often

do not like to be kissedand fondled, but it ispart of a sexist pattern.

423 No feminine names arementioned.

Remembering 424 ,The mother and daughterplayed the traditionalhouse oriented rolewhile the storekeeperwas male.

n

0"

28

424 The weird female Martianis completely useless.Her sating grace is her

'beauty'.

425450,

The lonely female 'n'stands useless and passive

on the hill until the male

comes along to provideCompanionship for her.

Sexist segments (cont.)

The segments below are examples of ways in which females are presented in

non-traditional roles in a more positive light.

SegmentDescription

Country Song

Objective Pro ram # Comment

423 Women in the family ofJ had unusual roles andjobs.

Violet V 429, 430 Violet plants 'V's that

455 grow into a garden.

Girl Aspirations 454 A girl was drawing and

Drawing talking about her aspirationsthat imply she will beimportant in the community.

2 AM's Cooperation 459 One female and one male_snippet cooperate in reading

. without one being smarterthan the other.

Yo (Spanish)

0,

29AK/

a. 41,44.

A girl looks in mirrorand repeats yo, yo, yo.She presented a positiveself-concept.

.

What are the characteristics of a sument that would be rated as violent?-

A segment would be rated violent if any act within.thesegment included anaction in which someone is hurt or there is the poteritial of someone beinghurt and this fact is ignored.

It also included the destruction of one's own or someone else's propertywithout justification or retribution.

These acts would be considered violent if they were,out of context inrelation to the specific objcctive,or the overall Instructional Goals concerningEmotions and Sogial Interaction.

The segments can be classified as follows:

Physical violence: includes people being hit by someone else withoutjustification, people falling down; being run over, smashed, crushed,things falling on them, etc. while at the same time the situation is ignoredas-though the person (animated or live) is not or could not possibly be hurt.

Psychologicalvfolence: includes' threats of violence, intimidation, hostility,derogatory name calling, unnecessary use of monsters or objects intende4 to'be frightening simply for the sake of being frightening and which might. produceunnecessary or unrealistic fears in the children.

Below is a list of segments that were shown during December and which containedincidents classified as violent.

Segment,Description Objective Program # "Comment

Jamming. June J 423 While'presenting the letterBugs 448. a judge hits a man onAnimated the head with a gravel

smashing him to the ground.The Man revives as thesegment continues,uneffected by the blow.(physical)

James Twins NSO 428 -A group of people areVTR cowed into submission by

twins who have a reputationof being mean and tough.Psychological)

1.

el0

3c';

SegmentDescription Obi ective Program # Comment

Gangster More/Most 433 Implied physical harm and

Carrots threats are used to intimidate

L.A. a man if he does not getmore/most carrots for thegangster's rabbit.(Psychological)

Gangster Alpha. Alphabet . 435 Implied physical harm if

L.A. man does not recite alphabetcorrectly. (Psychological)

"Boss" sendsman lookingfor '20'L.A.

434 Intimidation used as vehicleto send man looking for '20'.(Psychological)

Nanny Goat .N - 425 Degrading and insulting

Animated name calling reduces Nannyto a "nervous, nailbiting"mental wreck. (Psychological)

, .

Kerinit/CM Emotions 420 Kermit gets angry though

VTR he has stated he has no usefor the disc that C/M ate.(Psychological)

AvalancheAnimated

WilburAnimated

1;-

,Glue.

Animated

GoatAnimated,

A 4.20 An avalanche of things(Span./Eng.) beginning with the letter A

fell on a man. He recoveredwithout any ill effects._(Physical)

433 The W throws a man flat, on

450 . his back; a fall which459 would have seriously hurt460 someone. (Physical)

435 A bottle of glue falls ona boy. The segment continuedas though nothing unusual hadhappened.' (Physical)

435 A goat butted a man on'hisbehind knocking him down.(Physical).

Segment.Description

0 rolls overcowboyAnimated

Objective

0

Program Comment

438 The letter "0" rolls overthe cowboy flattening him.He gets up and continuestalking. (Physical)

Alligator' A, a 420 Alligator chased and ate

Animated .man. (Physical)

32

Although it was not a pattern, or was it consistant, there were some

segments that presented certain ethnic groups (specifically Orientals and

Blacks) in situations that were stereotypical of some existing racist

attitudes. These are listed below.

SegmentDescri tion Ob ective Pro 3

ram Commenty.-,,

Gong. Salesman 410 Gong salesman spoke in anaccent bordering olv.theCharley Chan way of speaking.This is a stereotyped viewOf the way ASians speak.

420 The phrases "Hong KongHangnails" and "HungarianMeasles" were used to expressexasperation or disgust% ,

'This may seem inocuous, butin a time when nationalistand racist feelings arepolarizing society, it isincumbent upon SS to exercisemore prudence than thesestatements would indicate.Similar remarks in textbookswere partly responsible forthe School Walkouts in EastLos Angeles and the HarborArea of Los Angeles.in 1965.They have also been thebasis for protests againstmovies and the televisionmedia.

Shapes Shapes 448 R. Franklin jives his'"waythrough a lesson on shapeswhile the white professortries to make him serious,about a learning experience.Although the segment byitself may be cute, itreinforces attitudes amongthe larger society that 'theBlacks are musically inclinedwhile the Whites areintellectual.

00

33

!

RE

VIE

W,

;GT

i"D

EST

AT

ED

CO

ME

NT

S ON

ME

TH

OD

OB

JEC

TIV

EN

SO

CU

LT

SPAN

.M

V' L

MP

BL

OR

/

DeOlnition and Explanation of Symbols on Researeh.Instrument

SGT I

; TYPE

.- Each segment has a number which wrs recorded.

- .Includes such items as VTR, L.A., FILM L.A., HENSON, POVERTY, etc.

STATED - Eadh segment should have an objective which was taken from theOBJECTIVE script. If there was no objective on the script than an attempt

was made to glean it from the segment as it was viewed and then.. recorded.

NSO. - No Stated Objective.

TIME - All Spanish-speaking segments were clocked and the time recorded:

SPAN. - Spanish Segment.

Fir - Female muppet or female voice singing, narrating, counting, etc.

NV - Male, muppet or male voice singing, narrating, counting, etc.No attet?twas made to correlate ethnic background of muppets orvoices as they were used on the'show. In another section, allregular live' performers and muppets are'categorized according toethnicity and sex.

LFP - Live Female Participation - any live female,in a major role thatdevelops the method or accomplishes the objective.

- Live dale' Participation r- any live male in a major role thatdevelops the method or accomplishes the obejctive.Live performers were grouped according to ethnic background whichincluded BR (Chicano,, Puerto Rican), BL (Black), f111ORI (Oriental). A special note,had to be Made under comments if

. it was a Native American or any other ethnic group.i

VIO - Segments in which incidents of violence occurred. (See Characteristicsof Violence)

SEXT. - Segments in which incidents of sexism occured. (See Characteristicsof Sexism)a

CULT - Segments in which incidents of cUlturalism occurred. (SeeCharacteristics of Spanish-speaking segments)

RAC - Segments in which incidents of racism occurred. (See Characteristicsof Racism)

\s

ADD. PART. - Segments in which incidents of Active or Inactive Participation wassolicited from the children. (See Characteristics of ChildrenParticipation.

:RATING -.This section is reserved for the children's rating of the segment.This data will be taken from the Children's Observation Sheets.

.0

Ii

4

IC?

On the following page is a breakdown of the number of times that an

incident occurred in a particular segment related to any aspeCt of the social-

culturai'study. The purpose of the breakdown is solely to P'rovide 'reinforce-

ment for that study. However, certain features need discussion. For example,

the difference in the number of males, who are used in all'aspects of productionC

as comparectto females is so blatant'that it cannot be ignored. One aspect

that this breakdown,does not'reflect is the low'number Chicanas,-Puerto.

Ricanas, and Latinas that are used in comparison to White females.' This is also'

trUe.of.the Latinos and White males. The overwhelmingly predominant ethnic,

group was White with the 0ri:Intals trailing far behind.

One segment that is not reflected in this chart is from Program 448,

Segment 35. This was about a Native American family; the focus being on a

little boy going to school. This 'was the only segment that was deyoted to

Native Americans during the time we rev wed the show.

The timing of the Spanish segments was done in two ways: '1) from the

script, if the. segment was a rerun; or 2) by each reviewer timing each segment/

as it,wasShown. If theie was any doubtaltorthe specific time, an:additional..:

three to five second were added to the estimate to give.S the benefit ofthe

doubt.. This occurr4 in'Programs 425, 430, and 439.

The collection of data had many liMitations; one of them being that the

viewer was also looking for many other aspects while at the same time trying

to keep as accurate an account as possible. Nevertheless, it doed serve to00

highlight the pattern of ethnic and sexist presentations that are described

later in this report.-

III

DECEMBER 1972

0 Programs:

422, 423 425''

426, 427., 428429,r.430

431, 432, 433,434, 435

438, 439, 440

Dec. Total

JANUARY 1973

ft'ograMS.: -e

443, 444i 445

448,,449, 450

458, 459, 460

Jan. Total

GRAND TOTAt,

SpanishTime

FV LFP ' ER WU VI0 CULT All)

MV LNP ' BL ORI SEXI RAC. PART

4:21 24 67, 3161

92 50 2-187 124 10 15

7:45 26 52 38 86 5 1 .

172 . 113 59 4 9 0 1 ,

4:55 38 41 16 631 1 9 4234 a 90 31 8

,

8:05 20 25 11 36 1 0 0117 58 535 1 0

I.

25:06 108: 185 96 277 19 1 5710 385 186 27 26 1 15

Spanish.Time

FV LFP 'BR WH VIO. CULT AUD

M'sl. I4P EL ORI SERI RAC PART

.

...

.

3:1516 28 19 37

157 40 22 0 0 0 2..

..,.

13 29 3 U .60 64 27 .

14 . :-.23111 46 23 1 0 0 7

13:45 4G 83 46 .''89' S 2 2328 150 72 11

°.

.

38:51 154 268- '' 142 366 24

t.1038 535 258 30. 31 26 .

Observation Research Objective

The Children's Tflevision Workshop and the Chicano Studies Center entered

a contract for a period of one year to conduct research on the Chicano child,

his perceptions, reactions, and actual learning from the Sesame Street television

programs. The instructional goals and the format of the Sesame Street curriculum

were evaluated, and recommendations for changes and additions were advanced

.to CTW bated on the results of the observation ctata. The research was governed

by a's.eries of assumptions. For example, he experiences in a child's early years,

ages 3-to 5 are normally a crucial time when the child develops a readineis and

capability to learn. "Educability" has three basic components which are very

important in a pre-school curriculum. They are:

1. Cognitive skilysThe ability of the child to recogniZed and labelobjects, to count;to name letters of the alphabet, (to pick outcolors), to talk and ask questions, to see relationships and to generalize.

2. Motivation to succeed In school - An acceptan5e, on the part ofthe child, of school as a reasonable place to commit one's energyand effort - -development' of a desire to learn dnd to succeed in thesort of things the school experience represen

3. Preparation in the childs acceptance of thetfrole of pupil. Theability to recognize one's relationship to tile school and its rules,to the teacher, and to learning; learn to adopt an initiating,assertive 'approach to the world of inforrtion, to attend to tasksand persist in them.

,The teaching techniques in the Sesame Streetrpfogram, as outlined above

\" v g were of c

sipalinterest throughout the Center' esearch. Further, the Chicanos" or . iI. ..Ia.

. P

eiTetiences in schooLancl at home are .differept frprn non-Chicano children. The,

.4 ...

-,:transition from home to school can be more dftficu. II: This is a'situation that needs,

to be addressed in order to procure the Chicanos success in school. The objective

should be, however, to influence the teaching instituttions to gear their teaching

methodology and environment to coincide with the home experie'nce, creating a

realistic and comfortable setting for all children. This, however, is not forseen

In the near future. Therefore, one must see how the Chicano child can survive in

the present environment without impairing his educational career.

Thus, the concepts-presented on the SesamesStreet program (preparing the child

to become a social being, !n school and in society) were carefully reviewed. There

was a special concern for the Spanish segments for they held a promise of an experience

the Chicano child could possibly identify with.

When reviewing the Spanish segments, special emphasis was placed on the

following factors:

1. Is Sesame Street a valid educative medium?a. meant only to entertain the child?;b. to entertain and educate?c. do the entertainment and educative goals include Chicano cultural

aspects?2. What is the situational function of the Spanish language in the presentation

given in the Spanish segments.3. What is the attitude projected towards idydsincratic differences of the

Spanish speak;ng community?4. The, functionality and appropriateness of the methods and goals vis-a-vis

the needs of the Chicano child. ..

a. Appropriateness of program's contents to the cognitive level andcultural background of the pre-school viewer.

b. Sesame Street's awareness of 'a multi-cultural audience, and themanifestation of a correct knowledge of Chicano culture, henceallowing for a spontaneous identification from the part ofi the Chicanochild.

39

-42

One of the CSC Program's considerations, when gathering and interpreting

data, was contemporary implementation of technology in the everyday life of the

child, and the role of television and other mass media, in the education of the child,

in our case of interest, the Chicano. When delving into different areas of concern

to the Sesame Street Program, the above listed factors were continuously kept as

the object of our observaticn.

Although the Children's Television-Workshop implemented some of the Chicano

Studie's Center's suggestions, there are four points that continue to require serious

consideration:

1) To avoid literal translations of English segments, that are to representa cultural aspect of the Spanish speaking community.

2) To conceive bilingualism not as an ad-hoc mixture of the two languagesEnglish and Spanish. The language can be presented in the following ways:

.a. The Spanish language as functional in itselfb. The "manner of speech" of a given region (Chicano, Puerto

Ricans, Cubans, etc.)c. English and Spanish are used simultaneously only when 'representing

a way of speech of a given group.

3) To pay careful attention to how culture is represented in the segments.

4) To provide additional time of the Bilirigual and culturally relevant segmentson all the Sesame Street Programs. The studies conducted showed an averageof Spanish segments: time of Spanish segments did not exceed five minutesin a given program, some programs only had 36 seconds or 1 minute ofSpanish segments.

40

40

Observation Instrument and Procedure:

The medsuring instrument used, in gathering the Chicanitos reactions to the

Sesame Street Program was designed by the Children's Television Workshop. The

description of the method, which the observers followed daily helped to record

accurately the information needed.

The Observers were to:

a. Pre-view the Sesame Street Program dail, before the observationhour.

Try to evaluate the immediate "relevancy" of the bits on the Chicano.

c. Judge which of the segments were positive and/or negative inrelation to developing a positive self-image.

Attempt to indicate the "why" of the children's activities duringthe observation. (to avoid a very subjective response the observerwas to support her comments.)

e. Expand the description of the segment's content.

Special attention was placed on segments presenting a concept. A one-page

review on their impressions was written. This aide)4 the observers in separating

the children's attentions and reactions from their ownt method was added,

also, to help in the evaluation of the Spanish segments:\

\During the observation hour the .observer.was 'to be set!ted in a position facing

the children in order to watch every reaction. The program was viewed daily by

the children while the observer listed and described the children's reactions,.%.

attention, actions and non-actions to the individual segments. To elicit a

natural response on the part of the children the following factors were carefully

44

41

carried, through:

do

I) There was no interaction between the observers and the di ildrenduring the program viewing hour.

) The ch7ldren were allowed as much freedom as safety permitted shortof leaving the room.

3) If the setting became too disruptive the observer was to begin anew.

4) They were to no any envirionmental influences and surrounding eventsOr occurrences that may have resulted in "disturbances."

42

45

O

The symbols used in recording the children's reactions to each segment of the

Sesame Street Program are part of the Children's Television Workshop Research

Module (following is a description of the symbols used in the observations.) Overall,

the symbols used were clear and helpful in recording the information needed. The

additional comments made by the children regarding the segment were also included.

The symbol, "Zombie" (Z), however, proved to be inaccurate and confusing. The

children watching the program quietly and with no expression could be rated as a

"Z when he/she should have been rated as attentive. In many cases, Children

were sitting watching quietly without expression, but this time were rated as "Attentive

non-verbal" when they should have I:men rated as "Zombies." Either more precise

definitions must be delineated for the two terms, or the criterai for deciding which

one applies to each case must be determined. As the format is presently defined,

it is impossible for the observer to do anything more than make a subjective observation

regarding the child's actions. This type of errors of measurement were common

throughout the project and should be dealt with.

In addition, to the observation, after the program viewing, the observer tried

to elicit responses from the children regarding the show they had just viewed. The

purpose of this was to develop a good rapport with the children to aid them in

responding naturally. (The concepts presented on the program* were reinforced to

help them progress in their learning.) Before the observation the following day, a

short question period° was held to see if anything learned on the program was carried

-through in their daily activities.

*This was not done during the testing period.

43

4

Copies of the observation forms used for recording the data are enclosed

in the appendix. The forms were changed for the second Observation period

and proved to be of more assistance to the ob.ervers in recording their data.

1 r.46.1

44

GROUP OBSERVATION SYMBOLS

Observations are usually taken in groups of two to five preschoolers and recordedseparately for each child, for each segment of the program. Whenever possibile,the observer records a complete description of the child's relevant verbalizationsand actions during each film segment. In addition to recording the precisebehaviors observed, the behavior during each segment is coded as follows:

Attentive Non-Verbal (AN)

The child is watching the TV quietly, giving the program his full attention. Noverbal responses. Record any'relevant observable behaviors.

Attertive Verbal (AV)

The child is watching the TV, giving it his full attention, and says somethingrelevant to the program. If it is possible to distinguish what is said, the exactwords are recorded (i.e., "school bus" or "mano" (in Spanish) or "look at BigBird ").. Record any relevant observable behaviors.

Intermediate. Position between Attentive and Inattentive (a)

The-.child is watching but is very easily distracted by observer, noises, otherchildren, etc. or just continually glances at TV and away again.

Inattentive Non-Verbal 01\j...1

Complete inattention--Child is not watching the TV, but is not speaking.Observer records what the child is doing, especially his interaction with otherchildren (playing with toys, fussing with clothing or touching a peer)

Inattentive Verbal (IV)'

Child is not watching the TV set and is talking about something which may ormay not be relevant to the TV program. If his conversation is releVant, try torecord it (e.g., "that's Big Bird Talking"). Examples of irrelevant conversationsare "When is lunch?" or "Give me those crayons." --do not record

Distracted (D)

Child is inattentive due to some kind of special event that attracts his attention.Or, the child leaves the immediate area of the TV to do something else. Thedistraction is noted, as well as the child's reaction to it (i.e. child runs out of theroom; attention to a visitor; child walks over to toys, games or books whichattract his attention).

Zombie (Z)

The child stares at the TV, as though in a trance. He makes no sound or gestutes.

45 48

Observation Sites

The Observation Sites were located in the Easi Los Angeles Community.

In the selection of each observation site the following factors were considered:

Geographical locationLinguistic pattern of siteAdequate facilities of CentersEconomic status of the familiesChildren ages three to five living in the vicinity

The community and Head Start centers involved in the Observation periods

were:

Phase I: February, 1972 to June, 1972

Eastmont Community Center - Observer,Court Head Start - Observer,Highland Park Head Start - Observer,

Oceanside Community Center Cbserver,

Ms. Margie PorrasMaria Elena EichwaldLynn EhrlichSylvia Garcia (Summer) '

Erlinda MungarayLynn Ehrlich

Phase 11: July, 1973 to February, 1973

Eastmont Community Center - Observer, Mrs. Margie PorrasCasa Esperanza - Observer, Mrs. Gloria Rangel

All the centers except the Oceanside Community Center are located in the

center of East Los Angeles. The linguistic pattern vary in these communities,

however, the majority of the Chicanitos in the groups were bilingual, the others

Were monolingual English and/or Spanish. The Geographic locals were carefully

: selected to gather a sufficiently varied population.

The Centers facilities were also considered, needed for the Observation was a

(secluded) room separate from the on-going activities. Television sets were required,

however, most of the centers did not own a television set. The Children's Television

Workshop furnished the Chicano Studies Center with the Audio-Visual Equipment

needed to .conduct the research. el46

1.

0The cooperation of the Centers was immediate and enthusiastic. Meetings

were held with the parents of the children in the community, they became involved

in recruiting children for the Sesame Street Research Program. The purposegiof the

research was explained.. The parents were assured that the children were not

being rated on their performance but that the Sesame Street-Program would be evaluated

on their responses. An opportunity of a different education program for the children

was seen and sufficient help was given the Sesame Street Research Program and the

administrators.

Aside from the daily observatign groups the Community Centers allowed parents

meetings and in the Eastmont Community Center, classes were conducted for the

parents during the observation hour. The communication with, the parents was constant,

they were very interested in the program and -their childs participation.

47

1

#

0 Observation Groups

The main objective of the Sesame,Street Research Project was to

measure the Chicano children's reactions to the Sesame Street' Program.

'06

Four groups of five (5) children, in each were organized. The groups were

'housed in different locals in the East Los Angeles Community for-the

purpose of gathering a sufficient linguistic variation. The 'children

N. , were'carefully selected, the following guidelines were considered.

C.

1) Children must be of ages 3 to 5

2) Linguist background: bilingual or mOnolingual - English/Spanish(a complete description of each child's background is

-

presented in the Testing report.)

3) They were not to attend any educational program,

4) Preference was given to children who needed to be involved in

. a program where they were exposed to a daily learning experience

and children their age.

4- The observers and Project Coordinator met with the parents and ex-

plained'the purpose of the program. Their commitment was needed to asure

the child's daily attendance.

The children's enthusiasm grew as the SSR Project continued. This

also encouraged the parents participation and cooperation. Programs such

as the Sesame Street Research Project are needed in the East Los Angeles

Community as/at assistant instrument in their education. The parents are

able to view the educational mean and the effects one television program-

has on their children.

A fileiwith background information on each child involved in the

program was forvfarded to Trish Hayes, Children Television Workshop. The

file .covering the background of the nineteen children who took the exami-

nation is included in' the testing report:-

48

'51

The children's performance' in the test adminiitered did not

'reflect their attendance or attentiveness dpring the entire Observation

Period.

49

Testing Report

A special test was designed by Judy Lukoff, employee of the Children's

Television Workshop. The test covered Shows ,#396 to.#405 of the 1971 - 72

broadcast season and Shows #406 to #415 of the 1972-73 broadcast season.

A pre and post test was administered to measure the effectiveness of the

above four weeks of programs. Nineteen subjects were tested. The test

was designed to include the following factors which were represented in the

four weeks of programming.

Numbers

Counting - English and SpanishMatching, recognition and labelling of numbers 1 to 10.

There were sufficient: segments in the tot -al number of programs re-

-presenting the above factors related to the visual conception and cognitive

knowledge of numbers.

Letters

Recitation of alphabetMatching, recognition and labelling of selected letters.

Although the programs contained a large number of segments covering

the concepts of letters, the childrens performance. in )( 'Tning the letters.

was weak. The problem did not .exist in the roterecitation,of the alphabet.'

but rather in the matching, recognition and labelling of the'selected letters

for the test. The programs presented very good letter segments covering

more than one instructional goal and allowing the childrenscactive participa-

tion. Among the segments rated. exceptionally well in the rating taken from

the childrens obserVations were:

Show Segment,

.4396 . #9 -.Written D in the Sky

A'child visualized the letter; how it

50

Show Segment.:,,

#396 #9 - (cont.):was drawn and wasvable totr

imitate the action.. Thls created acomplete picture in the childs mind. In

the test the'children matched the letterD to its equivalent correctly.

122- D-live and animated,

#398 #3 = Big Bird C -.Again this segmentkept the childrens"attention and allowedtheir participation in'mOre'thab one way.If the child is able to perceive a conceptusing more than one of the senses, theimage will be engraved.

#401 #11 - Polly-Grover Alphabet

#92

#12 -:AlOhabet'Chant

413 - U- ukulele

The children were attentive throughoutthese segment's and responded verbally.

#3 - Big.Bed,Ophabet .-.Rated vkry,gOodnot only because of the childrens reactionbut becaue of the manner of presentation.

4

#29 - Luis shows that. hp Tikei the letter T..

This Was a very good Spanith segmik.and-letter segment. It preented var.ious food;,'the names of'the foods begen.with letter T.For example Taco, etc. Luis performencewas enthusiastic and the Chicano childrencould refer to the concep being"Oresentedand other children learn facet of aneighboring culture. Th o w via, the,ending of the segment with an'fn 0.:word;

not permitting the Spanish lan"g'u ge to2befunctional. ,

#404 #3 - Spelling of Sesame 'strdetzformation of; .

the letters. ,Good attention, yOod.presentatton.

9

,#8 - Question song --Groverand girl.Good attention, goOdprpsentation.

#28 - Skywriter Q

51

r

.0

gitof.

'.1* ese a're flew examples of the se ments presented. to teach letters.

.

--ir'

\' Although there is an abundance,of-lettersegments and the attention of the

children is good there seems eto be a lack of actual. learning'of the letters.

Sight Words

GoCasa

The sight words were very poorly chosen due to the.lack'of representation

Os the above words in the four weeks of programs. For example:

Show Segment

#414 #36, #38 - Casa de OscAr, The camera-flashed, briefly on Oscar's trashcan,where the sign CASAX OSCAR was posted.

Geometric Forms

Rocgnition and labelling of: Circle, Triangle, Square, Rectangle

These conc epts were.represented in various segments-__The following

segments specially interested the children and were successfully presented'.

Show Segment

#397 #9 -,The'concept of square and circlewere presented.

0398 #24 - Ernie defines Ball, Circle

#399 , #30 - Sorting segment three squaresand one rectangle

#400 #36 Kinds make shapes ,'

0403 #27.- Bushy twins tire- presents conceptof a circle.

This segment was rated very rood.

#404 #16 - Rectangle Bridne A

#26 - Shapes - Luis is. sawing wood intovarious shapes.

52

Show

#404

Rational Concepts

Sane/Different

Quantitative relationships:

Size relationships:

Spatial relationships:

Segment

#26 - This was a very good segmentit captured the children attention.

#36 - Bridge 1/8 rectangle, bridge B.

more/lesssome/none

big/small smaller/smallestbig/bigger/biggest

Beginning/end

-A sufficient number of segments represented the above concepts.

'Classification

Form, Class, Size, Function

The children's performance was good in all the test questions

dealt Wit) Classification: The following is an

,presented'in the four weeks of programs.

Show

#396

#397

#399

53

that

example of the segments

Segments

#3 (form) picture of boat matching par swith. picture

#26 (class) sorting eating utensils

#33 Sorting by Class - food

#21 Size 3 large boots, 1 small boot

This segment presented classification insimilar objects and the concept of large

and small.

#30 Sorting form, three squares, 1 rectangl

This segment presented classification i

J00

Show Segment

#399 #30 (cont.) similar objects and theGeometric forms of a square and arectangle.

#400 #14 Classifying, Quantity

Spanish. segment, good attention from thechildren.

#402 #39 Sorting (by function) musical instruction

#24.Matching houses #3

#403 #26 Sorting (by class)

These segments represent the first two weeks of the testing period.

There is an emphasis in classification in all the Sesame Street Programs.

The test answers will show an understanding on the part of the children

when dealing with the matching of similar objects.

54

5

The following Sesame Street Instructional Goals were those represented in

the test administered. Although other goals were portrayed, in the programs of

the testing period there seemed to be an emphasis on testing the effectiveness.ofr

Goals II and III. These goals focus on the Pre-reading skills needed by the 3

to 5 year old child.

Instructional Goals:

questions 11. Symbolic Representation

130,31 A. Pre-reading goals

148-83

132-47

131

1. Letters

a. Matching A printed letter is shown to the child,he or she can select the identical letter from aset of printed letters.

b. Recognition - The verbal label is given for aletter; the child can then select the appropriateletter from a set of printed letters. Only uppercase letters were used in the test.

*Note: The subjects did not perform well in therecognition of letters. Often they would pointto the correct letters following a pattern ofchoke, indicating guessing rather than reasoning.

c. Labelling A printed letter was given, asking thechild to provide the verbal label.

. :Words

a. Matching Given a printed word, the child was askedto select the identical word from a set of printed words.

Thesubjects were very successful in the recognitionof similar words. Only some varied in choice be-cause of a similar letter in word--for example:matching is--so was chosen because of the "s".

55

172,73 El. Recognition - Given a label for the wordsGo and CASA, taken from Sesame Street IIIword list (English and Spanish), the childwas asked to recognize the word.

The 19 subjects did not answer these twoquestions correctly. The shows presented duringthe testing period did not have sufficient segmentsrepresenting these words.

11-. word CASA appeared very briefly once on Oscar'strash can, but the camera did not focus specific...ilyon the word. The sight words both in English andSpanish need to be presented in more segments ifthey are to be learned by the viewers.

182 c. Recitation of the Alphcbet - The child is asked torecite the alphabet.

117-24

Eight subjects showed improvement in receiting. thealphabet.

B. Number Goals'

1. , Numbers 1-20

a. Matching - Given a printed numeral the child canselect the identical numeral from a set of printednumerals.

Recognition-Given' the verbal label for a numeralthe child can select the appropriate numeral froma set of printed numerals.

19-.16 c. Labelling Given a printed numeral the child canprovide the verbal, label.

'1-2 d. Recitation -

1. `The child can recite the numbers from 1-20.The subjects were asked to recite the numbers1 to 20 in English and Spanish. The majorityresponded to both questions.

2. Numerical Operations

a. Enumerative - The child can define a set or subsetof up to ten objects from a larger set.

56

fi

168-71 C. Geometrical Forms (circle, triangle, square,-rectangle)

1. Labelling - an object was shown in the shape of a circle,square, rectangle and triangle, the child was asked toprovide a verbal label for the shape.

164-67 2. Recognition - The verbal label was given "circle","square", :'triangle ", ,,or "rectangle", the child wasasked to select the appropriate object.

III. Cognitive Organization

A. Perceptual Discrimination and Orientation

1. Visual Discrimination

129 a. Matching The child was asked to match a givenpicture to one of a varied set of pictures whichis similar in form, size or position.

Recognition of Embedded Figures - Given a formthe child was asked to find its counterpartembedded in a picture drawing.

B. Relational Concepts - The child can demonstrate his understandingof various relational concepts.

129-30 1. Same/Different - This concept underlies all of thefollowing relational concept categories.

125-27 2. Size Relationships - Big/Bigger/Biggest179,28 Small /Smaller /Smallest

Short/Tall

178 3. Quantitative Relationships - None, Some, More, Most,All Less

180-81 4. Temporal. Relationships Beginning, End

129, 30 *Note: The children were better able to absorb the materialwhen more than one Instructional Goal is identified,for example; letter identification and word identifi-cation.

5. The questions related to this Instructional Goal(29-30, 25-27, 27-79, 28-80, 81) were asked onlyin English. This was to control for the understandingof the words together with the concept in English-. Themajority of the subjects answered these questions.

57

C

correctly. However, questions 80 and 81 causedconfusion due to the picture that was presented inrelation to the questions. The picture was a seriesof children ir' a line from left to right, with thefirst child in line (shows child handing ticket tocashier) on the extreme left side of the picture.,The younger children stated that the line went fromright to left, disregarding the child with the ticket-only some of the older children gave an appropriateresponse based on their observation.

C. Classification (under Goal III - Cognitive Organization)

1. Classifying (which of hese things belongs with these?)

Given three objects that define the basis of grouping,the child was asked to select an additional objectthat belongs in the same group on the basis of

#77 a. sizeb. form

176 c. function175 d. class

e. quantity

These opresgractagr,.a.thi.5.vcgtioSesame Street programs. The individual subject'sperformances were vory good, they were able to groupobjects that belonged together because of a similarfunction. Often the subjects chose the objects theyliked rather than the correct one.

58

61

TESTING INSTRUMENT

The following Is the instil). ment used in the pre and post test administered

to the 19 subjects. Each question will be described and the instruction will

also be included along with the picture instrument.

Test Questions

1. 'Can you count in English?(If the child hesitates, start by saying one, (wait) two, (wait).Circle the last number correctly reached in sequence.)

1 2.'.3 4 5 6.7 8 9 10 11 12 13-14 15 16 17,18 19 20

2. Can you count in Spanish?(If the child hesitates, start by saying uno, (wait) dos, (wait).Circle the last number correctly reached in sequence.)

1 2 3 4 5 6 7 8 9 10 11 12.13 14 15 16 17 18 19 20

60

6?

. Point to each bdx. "Look at this box and this box." Which box has One,owl?

. How many owls are this boX? Answer

z

5. Point to each box.

111111Or

"Look at this, box and this box." Which box has.more o wls?

61

Test Questions

Refering to Picture #2.

6. Nhich box has two owls?

7. Row many owls are in this box?

62

65

, , . . .

. '

. Matching. \ Look at this number. (point to single number) Now.look atthis number, this one, this one and this one.

Which number is the same as the one here? (Point to the singlenumber above.)

8 6 1 9 Answer is 6 .)

(11 C.,6. . :

. '

4

What -number is this?

'9. (3)'10,, (5)11. (2)

12. (10)

The children seemed to follow a pattern of choice.Going from left to right, indicating guessing ratherthan knowledge. The pattern was changed to see ifthe child actuallyknew the answer. The answer wasrated following the instructions of the instrument.

What number is this?

Note: The same comment is applicable in these que$tions

r-..- I 1

L F

Recojnition, continued

21. ( 1)22. ( 4) .

23. ( 8)24. ( 7)

Show me

6

65

.. 9. -

25. Point. '"Hete -is one 'owl, hereas.another. One is big, one.is smail;"Which one is big? :7-

26. 1:::Look at this snake and his snake " Which snake is bigger.?'

27. !!Hereare sone tolleopa..".."Which-b4loon.14".thebiggest?. .

.. .

Which :balloon is.the smallest?28.

. . -:

Matching, (Circle choice child makes.)

29.

I

/

"Look at this picture. (Point to single cone) Now look at this (cone),this (flower), this (bat), and this (shoe)."Which picture is the same?(cone) cone flower ba

. .

shoe

C\? QD

CO CO

zr

30. "Look at this letter. (single D) Now look at these letters.". Point to each. Which word is the same?(D) BCD A

co

31. "Look at this word. Now look at these words."Which word is the same?( IS ) TO SO IS

Co

Co

IT

Point to each

r4to

:

,(7)Labeling Letters What is the name of this letter? or What's this? or

What's this called? (Show only one letter at a time,cover other letters.)

32. ( B)

33; (C)34. (D)

35. (A)

-: .17.:4;

C? (10

(L)

38. (X)

39. (S)

r".1. .I 4-1

IIMO

. .

If any (questions 32 to 47) are incorrect, go on to Recognition(Show me D, Point to D, etc.)

48. (0) B C D49. (A) B C.DA50. (C) B C,DA51. (B) BCDA

A.

52. K L X53. K L X S

54. (K) K L X S

55. (X) K L X S

; -

73

60. (0) W 0 R Q

61. (Q) W 0 R Q

62. (W) W 0 R Q

63. (R) W 0 R Q

74

-rr Reco nition of Sha es "Look at this1 (Poi to each.shape.

cz

this and this and this."

64. Which one is a circle?65. Which one is a rectangle?

angle? --

67._ Can you find, anOther triangle?

'

Labeling68. W at is this? (Rectangle)

69. lh is this? (Circle)

70. t at is this? (Square)7 9 (Triangle)

"What is this word?".

72. (GO). There was a poor selection oi, these sight words,73. (CASA)they were only represented once on the"programs

,of the-Testing period. The subjects answered: these two questions incorrectly.

.. . - _..-'.., .. - ...........,..:....;_ ..:.---...,....-....,........:....;,.........e......,

21......ajjaaWar.,-..-Lbaraf...rhasts is-jOst like the others'. One of therkethings belongs in this box." Milt andbelcings here?

. .

75. , (numbers)77

.."-.1

z. 7 .4k klc...ra I1

r

0 ...LI toga' .....1r ':'Imatil.a."...\\ 1.4+.1.k-t........S..

. 1 ..

-ft

..1.--tt-...-.:-.........; ... ' ........--:.- 4............r.: ....:..;...:...Z.4.:... i...' .L.L.......L, . .r.

.

i

.. I,k .

* . ,l ./.r r)

II Here,._gie some fish." Which box has none?78. . .(None) :

\

. .

..,. ,

:

one pineapple. Here is anoth

a . .'

Beginning/End .

80. These children are in,a line. Which one is at the .beginnitig?-

81. Which child is at the end? .

. . .- ... _

The of the. subjects -answered these. questions incorrectly.'children viewed the line from right to lef t.,...' There are several possible

t.....,elcp lena t ions , for example; - . - -

-_.,:i . ..

, .. .. - - . :. , . ..

1. The above. concepts are still not in their cognitive. domain.-..

2. The children do not have this concept:, due to the fact that they 1. --"..

4 .

themselves do not pay when they en-ter the show, But..,rather an adult as. . . . *

. 3. Possible perception. oC the. c.hildren. in the picture .beifig irtside the .:roo0, placing the last 'child as the firt: to enter. .. .. .`

.. .

-. .. *

.

. .

.'

a ,

Test Scores

\,

\

The following tables indicate the overall results of each res. .

\

pondents performance in series of test situations. 'ihe conceptual skills

tested.in this research situation included: Numbers, 1 tters, Geometric

forms; Matching classification of forms, class; size an` fundtion; Relational

concepts; and Sight words.

.1 The tables should be read in the following manner\

Two correct answers in pre and post tests.,

+- 2= Correct answer in pre-test but incorrect answer in post-test.

-+ = Incorrect answer in pre-test'but correct anwer in post-test.

Two incorrect answers in,pre and post tests.. '

for example, in Table I, cell "a" indicates correct answers in\both the

pre-test and post-testlfor the same question; cell'"b" indicates correct

answer in the pre-test but incorrect answer in the post test for the same

question; cell "lc" indAates incorrect answer in the pre-test bMt correct

answer in the past -test; and cell "d" indicates incorrect answer's in both

the pre-test and post-test.

81

it

TEST SCORES

- administered in October

+-

20 10

/4°/o 2%

-+ --45

9"/o 5%

+-

5%

++

12

15c/o

10%

58

71%

922

39% 11%

36

6% /44%

82

,T1

#5

- administered in December

17 17

1% 1%

43

t 6c/o Vd%

12

12 12

15% 15%

-+. --12

,5% 6%

11.

T-TT

8

10°/0 6%

5 64

6c/o 8%

T1

19

.TEST SCORES

- administered in October

T2

4+

22

+-14

./:°/0 71°/0.. .

. 38

, l0 ,%;)

15

8%

12

.

51

.2%

T2

Ao

15

11

3 %

51

2%,

#10

T1

112

83

administered in December

.4-I-

14

17%

16719%

,

52

73cr*

-I+

12

7

51

16 8.

55

5%

)ti

/13

`114

/15

T1

1

JEST SCORES

administered in October

-I+

23 8

8% /93/o-+ --

3 48

58%

12

+-

32 11

'''t)Wo 13%

r+ --12 27

/Pio j%

12

18

1%

7

_X3°/

5%

-+

4

4 %

54

84

/16

117

T1

/18

T2 - clministered in December

-

+-

14 12

17°/ 15%

/0 7%

T2

4-1- +-

11 10

3% /d°/)

3 22

4 X6%

16

.

14

o

4%

48'

8%

Ti

TEST SCORES

- administered in October

T

36

43%

11

1%

-17

Ur

18

1%-

12

-+

+-

85

T1

T2 - administered in December

-L.

T2

TOTAL TESTS SCORES FOR THE 19 CHILDREN

T2

468

89

86

1034

Cs

1502.

The following exhibits provide further background data on our

respondents and,the variables are self explanatory.

CODES'

Page 90 (Pg. 3): Residential area:

1 - Eastmont Community Center and vicinity

2 - Casa Esperanza Community Center and vicinity

Page 91 (Pg. 4): Language SpOken

1 - Spanish2 - English3-- Sparistvand English

Page 93 (Pg. 5): Parents Involvement in other educational programs

1 - Educational, other.than the Sesame Street Research Program

2 - Community invcivement

3 - Parents are involved both in other Educational and CommUnity,Programs

- No involvement in outside programs.

87

. :

Child Mother sole Maker .& Father Of Adults Mothe Isource su000rt source of suoport living w family year educa.

. unit achieved

Father Iyears educatilachieved

no

no

no.:4

-no

yes

..no

no

no

no

0t

no

.no

no

no no

no

no . no

1-

22

:.:2

4

6. th

th

1.6 th-

6 th

.6 th

8th

10' th

8 t h ;

.ti..-.

8 th

college,

9th

3 rd.,

12 th

. 3 rd

12 th

II th

9 th

"..6 th

-6 41

6 th

10th .

.8 th

6 th

-8 th

10 th...

3 rd

.*3 rd

'10 th

. .*

1

Child Date of Birth. .

Father currentlyemployed

3,

4

5

6

7..

8

9

12

13.

-14

15

16

17

12-28-68

3 -25 -68 -

3-31-69

3-5-69 -'

9-23-68 -

5-7-68

9-12-69

8 -13 -68

3-5-69-

12-26-68 _

1-29-69 --. .

9-21-68 -

5.-8-67

12-30-68 -

11-2-68

1-28-69-

5-1-69

9-16-67 -

yes.

;.: 4Mother currently Residential areaemployed ,

. .

no

,..yes

no :

"*.. -

no

yes.-

no

.no-: , -

..yes

yes

`no ... ......-...

-.no

no.4 :

no :

- yes... -

..0b

.

:yes

no

no

r10 .

-

Child Principal Lang.spoken at home

Child speaks(code)

Mother speaks(code)

Father speaks(code)

:,'s--;

. -

I8

19

Child

2

5

6

8

9

10

11

12

13

14

15

.16

17

18

19..

Variables 7 Page 5

Parents Involvementin !ale* educationalprograms - indicate #

Prior to Research ProgramDid they watch the-.S.S. Ptcgra7.

0

Do they Watch $.S. programoutside of Research

Program .

yes yes

no no

3

3

4

4

s4

4

2

yes

yes

no

no

.

yes

yes

yes

no

no

yes

Yes

yes

yeS

yes

ao

. .

no

` yes

92

;

SESAME' STREET INSTRUCTIONAL GOALS (1 972-73)

.

The-Sesame,Street Instructional Goals were referred to throu4h-out thet

Research,_in every phase of the Chicano Studies Center, Sesame Street Research

Project.

1p

a

0

Statement of Instructional Goals for

the 4th Experimental Season of Sesame Strtet (1972-73)

The Child and His World

A. Self

1. The Child and his Power - The child recognizes that he can acteffectively on his, oWn.behalf:.

a;.-- ./

By.- ;acquisition of Ocills and knowledge through:.

,.

. . ,.

1. exp4rimentation2. As14ng questions. practice

bi By making use of previously' information (remembering).

;01,. By anticipating future needs (planning).

By manipulating the environment within his mind (imagining).

Body Parts and Functions - The child can identify, label and stateor recognize the function 6'f- such body parts as thei:

a. head g._

elbow15. nose h. hand_c. ear i. fingerd. eye j. lege. tongue k. .knee

f. arm 1. foot -

'Audience Participation - The childIsections CT Sesame street designed

will respond overtly to thoseto elicit active participation.

4. Emotionsi- The child can recognize and talk about his feelings andemotion's such as:

-;-

I

. love e. anger42ear. f. -surprise;

c. hapPiness g. 1:01.de

d.- sadnes

He is Alio sensitive to 'these feelings and emotions in others.

r

. Roles and Tune ions - Given the name of certain roles in thecommunity the hill can desCribe /appropiate responsibilitiesassociated wit thor.e roles.

Ex. ¶he child can name one or more principal functioniof parents, policeman, mailman, farmer, baker,fireman, doctor, dentist, etc.

0\

B. Social Units

. LiraLi

A.

-2-

2. Social Groups and Institutions

a. The Family and the Home 0

1. The child recognizes that various types of qtructuresall serve as homes. ,

2. The child recognizes the family as a unit and can des -cribe several types of family activities.

b. The Neighborhood - The child is familiar with the socialand physical boundaries of his own neighborhood.

The City or Town - The child recognizes various structures,spaces, and ,points of interest which make up the city ortown.

Ex. 1. The child is familiar with the conceptsof a zoo, park,-playground,-airport, etc.'and with stores where various types of_comma items may be purchased.

Ex. 2. The child understands that there are many,different oities,'-that they have.finiteboundarieg, that Various goods or productsmust be transported in and out, and thatvarious modes of transportation are employed.

Ex. 3. The child identifies the respective functionsof such institutions as the school, post office,and hospital.

C. Social Interactions

1. Differing Perspectives

a. The child realizes that different individuals or groups mayhave different reactions in similar situations.

a

b. The child demonstrates that he is aware of and valUesthe feelings, preferences and modes of behavior of otherindividuals and groups.

2. Cooperation - The child recognizes that in certain situations itis beneficial for two or more individuals to work together towarda common goal.

a. Division of. Labor - When a child is a member of a group thathas a common goal, he realizes that the goal will be moreeasily achieved if each member of the group shares in thework or planning.

b. Combining of Skills - When a chilt3 is amember of a groupthat has a common goal,- he realizes that the goal willbe most easily accomplished if each member of the groupcontributes his own unique and special-skill.

9 7

c.

-3-

R procity - The child realizes that in certain situations,in order to accomplish his goal. he must request the assis-tance of others and initurnr-(S ist them in accomplishingtheir goals.

3. Conflict Resolution - The child can provide adequate resolutions toconflict when he is presented with a familiar conflict -iituation.

4. Social Attitudes - The child is encouraged to develop positive 'socialattitudes such as kindness, generosity and helpfulness and toexhibit these attitudes in ,his behavior.

D. The Man-Made Environment - The child is generally familiar with the formand functions of:

1. Machines and tools.

2. Buildings and other structures.

E.. The Natural Environment - The child has a general awareness of the char-acteristics of:

.

1. Land, sky and water,.

2. City and country.

3, Plants and animals.

4. Natural processes and cycles.

P. Quality of the Environment - The child sees himself as an important partof.the environment and is aware of such concepts as:

1. interrelatedness.

2. irreversible change

3. limits of natural resources

4. importance of environmental planning

XI. Symbolic Representation

A. Pre-Reading Goals

1. Letters

a. Matching - Given a printed letter (upper or lower case) thechild can select the identical letter from a set of printed letters,

S18

- 4 -

b. Recognition - Given the verbal label for a letter the"childcan select the appropriate letter (upper or lower case) frbma set of printed letters..

c. Labelling - Given a printed letter (upperor lower case) thechild can provide the verbal label.

. Letter Sounds

a. Given a set of words presented orally all beginning with the sameletter sound, (not necessarily a sustaining consonant) the childcan select a picture of an object that begins with the sameletter sound from a set of pictures.

b. Given a sustaining'consonant sound the child can select thecorresponding printed letter from a set of printed letters.

C. For sustaining consonants (f-l-m-n-r-s-v-z) giVen the printed-letter the child can produce that letter's corresponding sound./

d. Given words which contain the following letter sounds, theSpanish-speaking child will be able to pronounce the.wordscorrectly:

sh, thfinal m- ,

short and long vowel*soundsoho, sh.

z (particularly in final "s" sound)b, VJ.1"final consonants

3. Rhyming

a. Given a set of rhyming words presented orally and the initial(sustaining) consonant sound of a neW word, the child can pro-duce a rhyming word beginning with that sound.

b. Given a set of rhyming words presented orally the child canselect a rhyming word from a set of pictures.

4. Verbal Blending

a. Given a two syllable word presented orally with a separation bet-ween the two syllables the child can.blend the two syllables andrepeat the word without the separation. EX say "ta-ble" tochild and ask "What word did I say?" or "say it fast".

b. Given a three or four letter word presented orail With a separa-tion between the initial consonant sound and the re t of the wordthe child can blend the word-parts. together and repea the wordwithout the separation. .Ex.. say "c-at" to child and ask "Whatword did I say?" or "say it fast".

99

'F

- 5 -

5, Words

a. Matching - Given-a printed word the child can select the identicalword from a set of printed words.

Ii. Recognition - Given a 'Verbal label for any of the words appearingin the Sesame Street III word list ,(in English and Spanish) thechild can select the 'appropriate word from a set of printed wordspresented in a variet l? of contexts.

J

e . .

Sesame Street Word List

1. bus 8. open .

2. danger 9. school3. exit 10. stop4. help 11. street5. love 12., telephone6. me 13. walk7. no 14. yes ,

Spanish Sight Words

1. cerrado ,closed 4. :casa house (home)2. Galicia.' exit 5. beso kiss3. yo . agua' -water.

6. Recitation of the Alphabet - The child can recite the alphabet.

The following is a list of reading principles that illustrate therelationship between the spoken and written language. Although theseabstract principles will not be taught directly each has guided theselection of one or more of the above pre-rdading skills that will betaught directly.

1. Words can be identified as distinct units in writing just asthey can be identified as distinct units in speech. (5a, 5b,5c, 4a, 4b)

2. Written words are symbols for spoken words. (5b, 5c)

3. Spoken words are made up of distinct speech sounds. (4a, 4b,3a, 3b, 2c)

1

4. Written words are made up of letters which are symbols for thosespeech sounds. (5b, 5c)

Letters combine to make written words just as speech soundscombine to make spoken words. (5b, 5c)

6. The order in which letters appear in a written word corresponds,to the order in which sounds are produced.in saying that word.(5b, Sc, 2c)

7. Words and sentences are read from left to right. (5b, 5c)

' nf)

a

. Numbers 1 -20

a. Matching - Given a yrinted numeral the gild can select theidentical numeral'from a set of printed numerals.

b. Recognition - Given the verbal label for a numeral the childcan select the appropriate numeral from a set of printed numerals.

C. Labelling - Given a printed numeral the child can provide theverbal label.

d. Recitation

1. The child can recite the numbers from 1 to 20.

2. Given a starting point under ten the child can countfrom that number to any given higher number up.to ten.Ex. Count from.3 to 8.

(x; The child can count backwards from 10.

2. Numerical Operations

a. Enumeration -'The child can define a'set or subset of up to tenobjects from a larger set. '

Ex. 1 "Here Are some pennies. How many are there?"

1Ex. 2 !!Here are smite pennies. Take two."

1. The child can recognize that the last number reached incounting is the total number in the set. tx. "Count. the

pennies. How many are there?'!.

2. The child can make use of counting strategies. (Ex. Whencounting objects arranged in a circle the child will identifythe firit object counted by marking it, moving it or notinga distinguishing characteristic of that object.)

3. The child can count events in time. Ex. "How many times didI clap my hands?"

'b. NuMber/Numeral Correspondence - The child can assign the correctnumeral to sets of different numbers. (Ex. 'Datil goes with thenumeral ' 3 ')

c. Number Configurations -The child can recognize familiar configur-ations of up to five objects. Ex. 2 =C7CP. " 4 = oc,

oo 00003 =

ei

0-6 5 =O

d. Measurement - The child.can identify various measuring instru-.ments such as scales, rulers,-etc. and understands their function.

d. Addition and Subtraction - The child can. add one object to any groupof up to ten objects orsubtraCt one object from any grOup of no mop,than ten objects..

101

-7-

C. Geometric Forms (circle, triangle', .square, rectangle)

1. Labelling - Given a drawing, cut-out or object in the shape of acircle, square, triangle, orrectangle, the child can provide averbal label for'that shape.

2. Recognition - Given the verbal label "circle", "square", "triangle"or "rectangle", the child can select the appropriate drawing, cut-out or object .from a set.

In. Cognitive Organization

1.

A. Perceptual Discrimination and Orientation

1. Visual Discrimination.

a. Matching - The child can match a given object or picture toone of a varied set of objects or pictures which is similarin form, size or position. '

b. Recognition of Embedded Figures - Given a forethe child canfind its counterpart embedded in a picture or drawing,

C. Part/Whole Relationships, The child can structure parts into ameaningful whole:

1. Given a model and selection of parts the child can select.those parts which are essential to the construction of themodel discarding those parts which do not belong.'

A 2. Given a model and an assortment of its parts, the childcan arrange these parts to match the model.

3. Given a model and an assortment of its parts, the childcan determine which parts are missing.

2. Auditory Discrimination

a. Sound Identification -The child can associate given sounds with.0 -familiar objects or animals.

b. Rhyming Words - Given two or more words that rhyme, the childcan select or supply a third rhyming word.

B. Relational Concepts - The child .can demonstrate his understanding ofvarious relational concepts.

1. Same/Different - This concept underlies all of the following rela-tional concept catergories.

;11

2. Size Relationshi s - Big/Bigge /Biggest; Small/Smaller/Smallest;ShortiTa1,1.

3. Quantitative Relationships - None, Some More, Most, All, Less.

4. Positional Relationships - Under, Over, On, Through, Around, Nextto, First, Last, Up, Down, Beginning, End.

5. Distance Relationships - Near, Far, Close to, Away from.

6. Temporal Relationships - First, Last, Before, After, Next, Beainning,End..

C. Classification

1. Sorting (Which of these things is not like the others?)

Given a group of objects several of which have an attribute in common,the child can sort out the inappropriate object on the basis of':

a. sizeb. formc. function

d. class

6. quantity

2.. 'Classifying (Which of these things belongs with these?)

Given at least two objects that define the basis of grouping,the child can select an additional object or objects that belongsthe same group on the basis of:

a. sizeb. formC. function

3. Multiple Classification.

d. class*e. quantity

uP

a. Property Identification - Given any objectthe child can nameat least two prope.fties of that object. Ex. "The ball is roundand red."

b. Multiple Class Inclusion and Differentiation - Given any twoobjects the child can recognize that they are alike on one dimen-sion and different on another. Ex. "Both of these thingsare round but one is red and one is blue."

c. Regrouping - Given any group of objects the child can classifythem on the basis of one characteristic (Ex. shape) and thenreclassify the same objects on the basis of another character-istic (Ex. size). (The point will be made that there is oftenno single right answer.)

IV. Reasoning and Problem Solving

A. Generating and Evaluating Explanations And Solutions

1; Presented with a situation:.t

a,. The child can suggest several possible antecedent and. /orconsequent events surrounding that_situation..

b. The_child can select the most likely explanation whengiven achoiceof explanations.

2.0yresented with a problem:

a. The child can suggest 'several potsible solutiOnt.

b. The child can select the most likely solution when givena choice of several pdssible 'solutions. (Making use oftrial and error strategies or pretesting solutions.)

3. Given a set of progressively revealed clues the child can usethose clues cumulatively to arrive at the correct answer.

1, 1

14 1

Observation Instruments - Phase

Sample of Observation- I rystrument used in the firshhase of the

.Observation .

Date: February, 1972 to June, 1 972

1) Prerviewing (comments) - This form was used by the Observers prior

to the Observation of the Children.

2) Observation Sheet The observer recorded each child's response fort

each segment. (The second form proved to be more efficient and aided the

observer in recording the data.)

3) Comments: -After the ObservCi'tion groups, the observers were tO--rate

and comment on each segment. This was used to determine which comments

were those of the children, and which were those of the observers.

tv

104

0 5

f

.11

COMMENTS

PRE-VIEWING

7

SHOWa

.

ThemeMusic

2.Greeting

3,

Sound Wir4tification4

4.VTR:Am's try to play

k.._.; basketball

5.F.B- Wall

6..VTR:Thefamily

7.Song: Rub yourtummy

8.F.(LA)Up & Down

9.F.M.,- Hungry , 10 0

C

10..VTR:Mumford_dernonstra;essurprise

Jack and ..b.stalk

-12;How do you brush-your.teeth?13.Film

14.F.B-.Bear

15

VTR:Kerniit/MonierB-,Bit

. 16.F.

! B- BoxerSpanish

L._

17.IF.B- Painting,

I

18..I F. '-

Matching House

ri9;MatChing byform .

F.

3Icire Me chair

.-t107

....-t,;.

21.VTR: .

Gangster Alphabet

22.Film

23.F.Mad Painter 08

t, ..... . 4

r ' . 4,,,,, . %:: i--.-:.',. .

. ,c. .--- . .

,.......--.:.....;.----..._......... . .........7.--..---...-,..

11

25.Filmfair waterSpanish

-26.Figure of 8

I

Filmfgir (English); water

28.Draws fish, leadsstarfish

T. .

1 VTR:

8,` Dpwn

:30.i

tarn and thestalk :_ .. .

. . .et v - ireor $ t V** ri .44".71.1/10.1.1", g ...rr±

. .. .

F. (I,A). Snowshoecomedy

. ..

. .

32...Vacuum cleanerbreaks

33,-VTR:Two handsPiece of cake

34.The snuff picks up the

i dust

35,Alphabet blackout *:6E01

/36.P.Up Downdangerous ,

. .

37.I F',"

King of 8

38.F.

Ostrich ballet

I *.

39.F

Mouse in house

I. 40. Explains abouthands.

.

--,.:-.0,,,-.' - .

C..

. .. .. .

" ,

410 s,

:F.b- Bug

42.VTR:Upside & Down book(BE)

43.FilmBoy & Bear

s 7: .

I

.44[ Goodbye

r

,,

..

.,

....., . ... .. .. . ....

""'"!..",,..f..-r.:=7-t.U......t r.}...?...., .....r.../.^...r let., , -41.,7,.7.-..rs.--....-----T.....-r.b .1.1.-.7 ttr -7!!!--"74''''"""'"")"" --"-."' .---.: '''''''t 74 .7 *4.7' '', ...71--.---,-,--...,-----.. _.. . ...... ... __ , ___.___....

v.

GROUP th

Show# 381

.2.Greeting

3.Sound

Identification

I

NTR:Am's try to

' play basketball1- .

5.F.

.4

VTR:

the"un"

:fe;m1,11y

t_. 1';1;"44 -444-* 4. ;:

.1. ":2 I.,

'

7.SongRub yourtummy

8.F.(LA).Up & Down

F.Hungry

1

10.VTR:Mumfolddemonstratessurprise

1:/

II

F.

;Jack and the

1

f b stalk

:12.How do you

I brush yourteeth?

!HIM

F.i

'B-8 ear

E.

61';

15.VTR:Kermit/MonsterB-ct)-It

16.

F.B- BoxerSpanish

17.

F.B-Painting

18.

F

House

19.

Matching byfprm

s-

20. .

E.Shaire thechair

21.

Goi.ster

Al phabet

22.Filmm milk

23.

F.Mad Painter#8

24.VTR:Upside-Down"

.........

25.Filrrfair

Spanish

26.Figure of

8

27.F.Fiimfair'water(English)

,"

Draws fish,

Leadsstarfish

3

29.VTR:

U 13, Down

30F,Jock andthe b stalk

31

F.(LA)Snowshoecomedy

2-.

Vacuumc1(breaks

33.VTR:

-Two handsPiece of cakd

.."......

34.The snuffpicks up thedust

3

Alphabet

blackout

..,

36..

F.Up &DownDangerous

NN

37.

F.King of 8

38..Ostrichballet

J.

39.F.MC inhouse

40.V11:Explainsabout hands

41

F.

b-Bug

42.

V:(Ups ide -down

baalc(BE),

D

GROUP;.Show 381

Theme

MUSIC

Identification

4.I:VTR:1, -Am 's tri

play basivketballo

I?

5.F.

-B- Wan

.

VTR:

the1.un

iyf.

N N. .

7.SongRub yourtummy

, .

. .

. .

1."-^*'

8.F.(LA)Up & Down

'.- '

9.F.M- Hungry

j1O.

VTR:.Mumforddemonstratessurprise

. .

.* --

. . -

.

II.F.Jack and thetb stalk

12.

How do youbrush yourteeth?13.. -0.Fjlrn14..

F..

,B-Bear

r.

. .

. . . .

.

;t

t

tn, derni:Lnstrates

prise.

.

k and k;.stalk

. . .

w do you brush yourth?

.

. .*R:

for- Bit

Boxernish

.Painting

3.

4otching House

.

c

'latching byarrn

At.

21.VTR:Gangster Alphabet

22.Filmm-milk

23.F.Mad Painter #8

24.VTR:Upside- Down

25..Filmfair waterSpanish

-2(2.Figure of 8

Lir '

27. 1.

F. ,Filmfair (English)water

28.Draws, fish, leadsstarfish

a-

29.VtR:Up & Dpwn

film Jack and the bsivlk

",. .,

:3l.F. (LA) Snowshoe

.

comedy

32. a .

..Vacuum cleanerbreaks

33.V1R:Two handsPice -oF cdrce

I.

.1ar

.wqwv..

: ; t .* ''!. - - :

: "!

. .*e.4,*

,

,

..

*Tr1

' 34.The snuff picks up thedust

.

..

35Alphabet blackout

:

1-66:i F..! tip & Downl.dangerous.

C.40. Explains about

. v.zRz hands.

38.F.

:

. 1.2%

: . .

.1.0.,.

..

.

.

." .

. . . ..

,- , .. ; ' .

.

. . . .

!

.

.

.r Ostrich ballet .

i . '

39,

Mouse in house

-

1

.....:.

, .7, : . ' : ' ...F .

..

. ,

b- Bug ......

. - ... .

........................ ..

.

. ..

: '

.

0

. , ,

..

.1

. .

.

s.

. .

. .

.....

. ,

.

. .

42.. -...-

..VTR:..

Up'Upside & Down book(BE) ..

V '.... '. ' ... . ..

,. .

.,..

'..

.

.

...

.

.

.

r

.. .

.

..

.

.

..i

.

. .

..................4.... ;.,

.-43. .... : - .. . ,

..Film - S. '..',.. . .

Boy & Bear .

.1... .:, .,-

: :1

t

..

'

,

. :

.

-.-

.

, ., .

..

-...

:

. . .

.

.

...-.....

... ....

44. , .

' Goodbye

,1 . h ' . .

.

.

--...

.

.

.

.

.

..

.

..

r; ..r, -.4 :.

.. .. .

....

... .

..

....

.,

.

. .

..

.

., -. ..

.

. .

.

..

. ..

.

.......

. .... .

.

. .

..: .-.

. .

.

.

.

. ... .

;. ::.,- .... .., .. ;:..

.

...

.

. ....,

..

. .

...

...

.

.

.

. .

.

..

.

.

.

.

. ......-..

.

...

, .: .. : '.'.. ....:

.4, '' :: .. :

. ... .

.

..

_

1 .t ..

..,.. :

...

.

. ,

., -.

..I.% -, .. .

.

' ' -7.1.-

:

.

...

.

.

..,.

.

.

,

.

.

.

.

.

.

. .

.

.

. .

.

.

..

.

--..-..---. .

.

.,

. . .

.,-7. .......:,..

........._

..

. .

1 4.r.'.

.

4_,

-..

:

_.

., ,

.....:

. . .

.

.

.

.

.

.

. J. . .0 ,

rsrst=rauoarzel!r"*.^, ,r1-1,1*. r,.. a...".7,. P."-"":"*.:1: 51113 7747-e--?",* rtt est-t-' -,,o r..

41.F.b- B ua

42.VTR:Upside & Down book(BE)

43.FilmBoy & Bear

a

1

e..

2 4

'1...nult,s-a-r.. .3.1-qr...V....7r......v..,r1"-.01,04.;! ...-----e-...-7- :,...-7. -4,- : - r -"I:5 .11.--; -I' -*T."*"."-",7,'-''''''^',' ",''''.i..-- ,-. ,.. -

. " .r. ...,, ' """"r . ,"......r.r.,,* r.--.-......... \.- -.

.. .... . " .1 . '

E. Almost full attention overt involvemont.

r.

Phase 11 Observation instruments

Sample: 1) Program Review Show #427

2) Observation form for Show #427

3) Final Rating Sheet - Show #427.

4) Final Report - Show #427

5) Rating Guide

S.

. 123

011 CO

,

SESAME STREET';'PROGRAM REVIEWShow # 427Shown: December-12 1972

. I '

FILM: SHOW IDENTIFICATION

2 -. FILM: OPENING THEME

3. GREETING AND 0000P5 (ConflictResolution)

it ..6. VTR: ALPHABET KID 3:25

A"; :71.A'::4TF'f

FILM: (LA) BABY ALICE - STEPS 1:29

.0.-1j P2'. C".

FILM: LOWER CASE "4" :50

FILM: (LA) STARFISH :48

10. MIRROR, MIRROR

7 ' -' :7

B. FILM: FILMFAIR I 1:02

12. VTR: MISSING COOKIES (SHER. HEM)

13. FILM: HENSON #12 ROCKS 2:05

14. HANG UP (MEASUREMENT)

15. FILM: i -iron :24.

..

1 2 7

Good, no comment.

Good. No comment.

Bigi.,Bird should have'resolved the

situation himself.

The objective of the segment was meteffectively but perhaps the admirationthat was given to the "Kid" was toointermingled with his size and strengthand even his bullyness which I believenegated some of.the bits positiveaspects.

The different stages of a child'sdevelopment were shown in an interestingmanner. The Children's narration addedto its overall interest and effectiyeness.

Good, no comment:.

The song and.filM were both goOd.These were scenes that many childrenwould not normally have a chance toview. .

Sement made a good case of what happenswhen one jumps to conclusions: .Maria's

. solution was good.

Good. No comment.

Segment was entertaining but seemed-tolack an objective.

Segment has been reviewed previously.

Bit made good use of a Situation toget point across.

OK. No comment.

.

r.

Prog6m ReviewShow #42712:12-72

16. FILM: (LA) ZOO/ELEPHANT ;51Cel. VTR: FAST CLEANUP BIT (B&E) 2:00

FILM: (LA) PUZZLE 2:56

Good. No comment.

Segment was"gOod but the objective becamea little fuzzy with the dialogue.

Segment was:very good in teaching thepartsof the body. The song in French .

added to the puzzle.

19. VTR: KERMIT SAME/DIFFERENT :26 The segment effectively met itsobjectives of same and different.

20. GORDON AND KIDS CLASSIFY Gordon clearly demonstrated the function(BY FUNCTION) .. ..- roles of each item, esp. by eating the

banana while the children played theinstruments. This was very effective.

21. FILM: I IN THE SKY :56

23. FILM: #12 LADY BUG & PICNIC 1:00

24. VTR: IRA AND INEZ 2:51

25. MARIA CLASSIFIES IN SPANISH

27.. FILM: (LA) MONKEY SWINGS. 1;23

No comment.

SegMent was effective in meeting .itsgoal. One objection; why must theword"chattering" always be used in referenceto the talk of females/

Story was filled with a good amount of"i" words but the story was sexist'andunrealistic.

Segment was good. Maria used'relevantwords (objects).

Segment was very interesting. Childrenare fascinated by monkies and theiractions.

28. FILM: p - pillow :23 OK. No comment.

30. FILM: (LA (ELECTROMAGNETIC CRANE 2:21 Although the segment was depressing I

think children should be-exposed to someof the "junk" that technology producesbecause they're going to have to workon cleaning it up.

FILM: SAME/DIRRENENT #2 .1:02 OK. No comment.

12e

Program ReviewSnow 1427

12-12-72.

41.

32. FILM: (LA) BIRTHDAY CAKE. 3:00

. 33. VTR; SAME' DRESS (AMS) :50

34.

35.

36.

37.

EVERYBODY IS SUSAN. (SAME/DIFFERENT)

FILM: HENSON #12 ROCKS 2:05

VTR: DISCUSSES SAME (AM GIRL) 1:45

FILM: LADY BUG PICNIC #12 400

GOODBYES

Segment wasable to hot

Segment wasacross the

.01

creatively executed andd one's interest.

effective in.gettingconcepts of same and different.

OK. No comment.

Previously reviewed.

`1

Good. No comment.

Previously reviewed.

OK: No comment.

0

;.1 t! .1

."'

!..!

.1. 1

1 ,

129iv

.

1232H.

.4

1.ShoIdentification

aa.D

Observer:

Them

e

3.G

'reeting andO

000ps

aDa

4.`I in `the'sky:56

a

IMO

a.DZAa

R,

1pha bc Kid

LA

)a Ir A

liee -Stdps

I

.1.41C:

8i

is land

z12

(LA)

Starfish

:;18

10

Mirror, Mirror

11.

FilmfairI

aI.D.

a

1:02

a

D

kora 0

6LA)

oo/elephant:51

AD

z

la

17

VTR

Fast Cleanup Bit

2:00

A

18

,.

(LA)

Puzzle.

2:56

DzAa

1 S

VTR

Kermit

Same/Different

1:26

aID

DA

TE

:SH

OW

:

20A

cordon and'

kids classifyaD

aa

211 in the sky

:56

Aa

7

-11coc-.1

22Patterns (W/V

o)

2:07

aD

23112 Lady bug &

picnic

1:00D

9

HO

W #

'24.V

TR

Ira and Inez2:51

AID

aID

.

z

I.Dz

25Maria classifies

in Spanisha

26Low

er case i:50

ADa

27Monkey

swings

1:23

AI

z

A

ID

Vas:23

D

cI.Dz

A -

Yn

29(LA

)E

lectromagnetic

crane

2:21

AAa'I

Aa .

30.Susan and G

ordonA

3 are hota

Same/D

ifferent02 slot

.

machine

1:02

D2

z

CO

c o

aIz

aDz

4

32(LA

)B

irthday cake

3:00

33VT

RSam

e dress(A

MS)

:50

AI

A

a

r.

A .

AaIDI

ti

34Everybol

isSusanSam

e/Different

35.H

enson #12R

ocks

2:05

zAADz(2)

z

aA

I.

-s

36V

TR

Discusses

same.

(AM

GIR

L)1:45

Z

AI

Lady bug &

picnic fI2

38Goodbyes

1:00

aD

39Com

mercial

credits

^AaI

A

I

D

cep

AI

a

HO

W #

"40.

Package credits

IID

Aa

4',B

acker credits'and off

ADAaD

A

aI

a

AID

I

DATE: 12-12-1972SHOW': -42.';

. -

Se me t

S'g- ,w identification

2.Theme

'3: .

;Greeting and O000ps /1....:.

I- in the sky :56 . 11 '. .

.t

-.cod. Good.

5.All's well

6.VTRAlphabet Kid, 3:25

7.:(LA)Baby Alice-Steps 1:29

1LOWER CASE "i" :50

8a.1-island

9.(LA)Starfish :48 1111

10. .-

..., Mirror, Mirror

Fiimfair. 1 1:02 ///

12-Missing cookies 3:54

13

'Henson #12Cocks

14.Hang up

IS

:05

:ti

Fair'. Poor' mments

1/1

S.

Se. me16 .

(-A)Zoo/elephant

1-1 17.VTRFast Cleanup Bit 2:00

. .

18(LA)

- Puzzle 2:56

19

VTRA Kermit

Same/Different 1:26

20Gordon and kidsclassify

21

1in the sky

22Patterns (W/Vo) 2:07

23012 Ladybug &picnic

. 24VTRIra and Inez

1 25Mariaclassifies inSpanish

26-LOWER CASE "i"

27 .

' (LA)Monkey swings 1:23

- 1:00

-2:51

28:Ppillow :23

29.(LA)Electrcimagnetic crane 1:02

.ood

f/I

/1 1,

/1

.

30 ..

Sust; acjid Gordonare h

31

Same/Cifferent#2 slotmachine

;32(LA)Birthday cake

. . .

33Everybody isSusanSame/Different

1.la5*

Henson #12Rocks,Cap-te,C36vrkDisscusses same(AM GIRL)

37Ladybug & picnic

38Goodbyes

39Commercial credits

1:02

2:00

\th..kPgesr

40 . .

Package: credits

Backer creditsand off

2:05

1:45

1:00

Show 427

Groups two and three had bad film at the beginning of the show.

The first 6 segments were bad.

Attendance;

la children

2 children were late.

20 Total of children ( 4groups Q 5 children each

.Tecause of testing maw mere out during show.

C

C

Show #427Date: 12-12-1972

Show Identification

AttentionGroup I and Group IV begin immediately to watch the program. One child smiles as theprogram begins. The children in groups II and III were eagerly waiting but due to sometechiical problems they were unable to view the program clearly.

A-8A-I-1A-I-A -

No verbal response

One child smiles

Overall Rating

Very Good - I

Good

Theme.

Attention

All the children watch, one is smiling. One child goes from attentive to inailentive., sayingsomething not related to segment.

No verbal responses

One child smiles

Overall RatingVery Good - I

Good - I

Greeting and O000ps

Attention \Children attentive. A -9 A-I -I There is still no data.on Groups II and .111 because ofa Bad Film.

One child is verbal but it does not relate to the segment.or the program.

Overall RatingVery Good - I

Good - 144

Show 1427 -

4-:--1-4n-the sky

C) Attention

Majority are attentive. One goes from attentive to inattentive. A-9A-I-I

No verbal. responses - The child tihat is verbal is not refering to the program.

:.Overall Rating,

Very Good - I

Good -I5. All's'well

Attention

All the ,children in one group are attentive: Three jump from Attentive to inattentive.A -A7I-3

No verbal responsesICJ

Overall Rating

Good -IFair - I

6. VTR Alphabet Kid

Atte ntion

- The childrens attention varied

Show 1427

Alphabet Kid

Attention varied.

A - 10

A.I - 5

1

A.I -A - 1

- 1

, . .

Verbal Responses

kpeats abets

Verbal - not' related to show.

Overall Rating

Very Good - 1

Fair - 1

Good - 1

Poor, 1

7 Alice! Steps

Visual Attention .

All were attentive. 'Very effective in retreiving.aIl the childrenIs

Attention.

A - 18

Verbal 50sponses

Mira Mira (loud)

Mira Baby I

Baby

Mira

Es nino I

Overall Rating

'Very Good- 4. 14.6

Show h27

Lower Case,"i"

Visual Attention

Most 1mm attentive.

A - 12

I,- 2

A-I - 2

I-A 2

-Verbal Responses

none

Motor Responses.

Plomping

ONi-drall Rating

Very Good - 2

Good - 1

Pair.- 1

9. Island

Visual ..Attention

Mostwere attentive. Three were Inattentive.

A- 13

1 - 3

a 2

Verbal Responses

noneI

Overal Rating

Very Good - 2

Good - 1

Pair - 1147

N.

n.-

Sb

C.

427

10. Starfish

Visual Attention

A11 were attentive. All were smiling and interested.

A - 18

Verbal aisponses

5ira 1 Es pescada cue no esta bueno.

Fish 1

Es pescadito

Fish 4

Es pescadito.

Fish 1

Overall Rating

Very Good 4.

Mirror, Mirror

Visual Attention.

Most meTreattentive.

A 14

A-I - 3

A-I-A - 1

Only three moved to Inattentive.

Verbal Reams _ones

Aguas

verbal not related to program.

rotor Resnonses

coughing

Overall Rating,

Very Good - 2

.Good - 2 18

Show 427

12,-- Filmfair

Visual Attention

-All were attentive except one dropped to inattentive. 9,1

A -

I - 1

Verbal Responses

Sings abc sabets repeats.-

a to i.

Overall Rating .

. Very Good 3

Good. - 1.

13. Missing Cookies

Visual Attention

Attention varied.

- 10

- 2

A-LiA - 1

3

Out -1

ou' 12

Verb Pesnenses

Cookie I s (3 children)

Cookie-e-e

Cookies son cookies

verbal - not related to show

Overall. Rating

fs

Very' Good i

Goad -* 2

Fair - 1

-

Show 427

11. Hang ) 1

Visual Attention . 4

Attention divided, One group, dropped to Inattentive.

6.

A ..55.

Out 2

Verbal Responses

none

Overall Ratinr,

Vezy Good -.5Poor 3

Iron.

Visual Attention

Rost Weis inattentive,

I ." 12,

A 5tp

out 1

. none

OveraJl.

Very Good - I

Poor. - 3

One child Out testing,.

C.

Shelf t27

16. Elephant

Visual Attention-..........71

a

INTot.were Attentive, One child inattentive moved to attentive.

Very effective in retreiving the attention of all Children. One child late.

A . 17

I-A _I

Out - 1 (testing)

Verbal 1.-bsponses

Mira,

Tara;

Efefante

Snake

ItIs not a snake t Elephant I

Overall Rr.tine,'

Very Good - 3

Good - 1

17., Cleanup Bit

Visual Attention

Most were attentive. One group moved attention to inattentive to attentive.

A - 12

Out - 1 (testing)

A-a 1

Verbal Responses

Que pasoi?

"Dijo ice cream 1 Dijo Cookies, ice cream".

Cookie's and Ice cream.

"Ili to tu"

Overall Rating

Very Good.- 2

Good 2 I

15 A.1

e

Show 427

18, Pu771e

Visual Attention

Most vere attentive. One group distracted by child crying another late.

A- 13"

D -5

Out - 2 (one testing).

Verbal ResponseS,

none ,

Overall 2eeSnonses

VerY Good/ 3

Distracted 1

19. Kermit

Visual Attention

Attention varied. One group Distracted.

A' -

\ .

A-I

A- A

Ou /(one testing)

Verals,.none

)\

Overa

Very Good - 1

Good - 2.

Distracted -

Snow I27

20. Gordon

Visual Attention

Attention varied.

A-11

a -1

- 3

- 2

-out - 1

out - 1

Verbal., onses

Es platano

He eats banana

Una guitars.

Motor Pesponses

She show the figure that doesnit belong.

Moves foot to music.

Overall Rating

Very 'Goad-z---.

Good -1

21. Patterns %

Visual. Attention

ThMost vele Attentive. Smiling and enjoyed seinent

A- 18

- 1

Out

Verbal responses

Choo Choo I .Flat:er

Flower

.Square I Soudre WU() children.

Overall Ppting

Ver., Good - 4

.J.

by joining in.

I

Shov 127

22. Lady. Bug

Visual Attention

All were attentive..

A- 17

a 2

out - 3.

Verbal ?.esponsef

"12"

Overall Rating

Ver7 Good -.3

Good -1

23.. Ine z

Visual Atte-ntion

Most vere attentive.

A- 1.0

I - '2

14-I-A -

I-A - 2.

out 1

- 1

Verbal 7esmonses

Eire. t

Overall Ratina.,MMe........-,..Irra-*,0

Very Good - 1

Good - 1

Fa:tx - 2

15 4

Shor 427

2h. Maria classifies / Spanish

Visual. Attention

Attention divided. One group was distracted for different reasons.

A_ 9

- 7

A-1-A h

Verbal Responses

none

Overall Rating

Good - 3

Poor - 1

25. Monkey Swings

Visual Attention

Most were attentive, Three dropped to inattentive, Effective in

retreiving the attention of the children.

A - 16

- 2

. 2

Verbal Responses

Monkey I

Es Chang° f

Es Changito I

Monkey Monkey

Overall Rating

Very Good - 2

Good - 2

Show h27

26. P Pillow

Visual Attention

Most 1..lere attentive. Two were out; one child was being_ tested:. - -'

A.- 12

a - 1

put - 2

Verbal Responses

opt

Motor Responses

. Smiling

Overall Rating

Very Good - 2.

Pair - 2.

27. Octromagnetic

Visual Attention

Most were Attentive. Two moved from attentive to inattentive to attentive.

A- 13

1 7 2

a-1 1

Out 2

Verbal:21moms

()Ile estan acienda? Es un grandot magnet

11(2L2E23ME22sV

Smiling,.

Overall Rating

Very Good - 2

Pair - 2

156

Show I27

28. pit

V isu a Attention

J

Attention dropped. One group distracted.'

A - 8

a - 4

Out -2.D 5

Verbal Responses

None

Overall Rat3.ng

Very Good - 1Good - 1Fair - 1Distracted - 1

29;i-1-81-6fTraaane - Same/Different

Nost were attentive. Four were not completely attentive.

A 11

a- 1

A-i - 2Out - 2

Verbal Responses

lbpeats: Same/Different.Verbs1 - not related to show.

Overall Rating

Very Good - 1Good - 2

Fair - 1157

ti

Show 427

Birthday Cake.

Visual Attention

Attention varied. Indications,axe segment is too long. Attention

dropped and returned throUghout segment. Very little responses.

- 6

I - 3

a 7 1

A-1 -1

- 1

IA-I-A-I - 1

Out - 1

a-A-1-A.- 1

Verbal responses

Ahora no salio el cocinero I

Very Good - 1

Fair - 3

31. Same Dress

Visual. Attention

Most were attentive, Effective in retreiving attention.

A- li

a - 4

- 3

Out . 1

LA- 1

Verbal Tbsponses

IfAmatingin Son igales

Overrll Rating

. Very Good - 1

otor Responses

'Laughter.

Good - 1 Fair - 2

158

Show )427

32, Everybody is. Susan

Visual Attention

Attention varied.

A - 9

I -

a-A - 2

A-I - 1

I-A - 2

I-A-1 - 1

Out - 1

Verbal responses

Boingf

Eire)

Motor Responses

Stretbhing,

Overall RPtinr:z

Good - 1

Fair - 1

Poor - 1

33, Henson #12 Rocks

Visual Lttention

All uere attentive. One child out being tested. Smiling and eager to

join in on counting.

A- 18

-I - -A- 1

Out - 1

Verbal Responses

Tuo repeat the numbers. " Itfs. overt' V

.'"12"-"Los ileves".andccullts......One child Counts-laughs-counts.

. "12" Counts. 6

15 9 Three count one totuelve.

Show 427

33. Rooks, ..Continued

Motor Responses

Laughter....

Repeating...

Overall Ratinq

Very Good - 3

Good - 1,

3h.' Capital i

Visual Attention

Most were Attentive. One group distracted.

1

1

Verbal 7.esponses

Eira f

Overall Rating

Very Good - 2

Good - 1

Distracted 1

160

Shou 427'

35 Girl

Visual AttentionIMm,,,,NO .

Most Imre attentive.

Verbal Les-oonses

"Let me shot you.''

Overall Rating

Very Good - 2

'Fair - 1

Poor - 1

36. La& Bug and Picnic.

Visual atention

Most ITre attentive. Very- effective in-retruivThrthechildren+s 'attention:-

A - 181/4

I - 1

Out - 1

Verbal lbsconses

Counting 1 to 12 by three children,

Clapping.

Moves his legs-at the sound of the counting music.

Overall Rrting

Very Good - 3

Good - 1 161

I

Show 427

37. Goodbye

Visual Attentioh

Most were Otentive.

Verbal Responses

Ya se ravo??

Overall Rating

Very Good - 3

Good - 1-

0

0

SPOOR

FAIR

.1-2

GOOD.. A-4

RATING

A-2

..,*

tht . 4 . .,.

A-3 When children,e responding will go Over to OCD.4 .

°

GOOD A-5 With verbal responses from more than one-VERY GO0b..

-1 6 3

";#

, I ,N ;

w.

"et

t 4

,

Program Reviews on some of the shows presented during'the Testing

period._

Shows #401 to #40

Shows #4671

Shows 1411 to #4160

O

IJ

162

164

1

0 e

SHC:v.11/ 401'

0

The following segments are of interest:

* 3 ppealing segment, all the children were attentive.

10- All the children watched this segment,half of them repeatedthe alphabet.

19- The ones watching followed it very closely.

21- Most of the children watched this segment, they liked themusic and found it very appealing.

26- The majority, started watching this segment, but it was too %

long making .them lose interest after a while.

30- Keep the attention of the children, followed very closely by them.

SHCW# 402

Segments of interest:

*2 - Educational and appealing to the children, in all the groupsthey react very positive to this segment.

16- Was a poor segment,too much violent.

23- Appealing to the children, teaches racial acceptance ofself and to be proud of what they are.

28- Very good segment, they were attentive, reinforce the positive\image of the spanish language,

31-The attention of the children were maintain, they like naturenature films.

36- Educational, the children were attentive;

1U

./

SHCW# 403

Segments of interest:

* 6- Appealing segment, they count, and were attentive.'1.=

7- Educational, all the children watched this segment,and follow it very/closely.

10- Those watching, were very attentive and move 7ileir headaccordingly with the sound of the musk.

11- They found thi segrr1e t funny, but it was' too long and they lostinterest tows ds the end.

17- Vary atte% tide, th children like to see the rain, but too stereo-typemen carry f lack,umbrellas and women carry/colorful umbrella.

29- The chit -ren found this segment very funny and were very attentiveto it.

32- Segm t was v 'ry good, and all the children Were very attentiveho ever, they failed to name the nimals

38- is spanish se ment was appealing ',to he children, they found veryfunny and followed it closely. /

40-41-42-All this egmei is were very appealing to the children, they respOndevery positive t it.

SHOW 404

The following segments are o interest:

*6- Those watching were very attentive; and a few of them called theanimals by name.

18- Attentive, they all wa1tched this segment and found it very cute.\. 1

1'11)- Appealing to the child en, a few of them imitate sounds.

1

23- Was good, most of the children/ liked.

2$- The ones watching followed it 'very closely.

*The majority watched thi' spaniish segment, e-.nid in a group theyrepeat the words. ( A

ax

Segments of interest:

*5- This was a positive segme, t, the children liked and someof them imitate movements.

14- This -spanish segment keep the attention of the children,they liked.

19- Spanish segment, children were attentive and some or themrepeat the numbers.

23- This is .a negative segment, half of the children watched,is set as opposite force, adults vs children.

30- Attentive, the children react positive and some repeat sound.'

33- Negative actitud toward 0r,no good, half of the childrenwatched.

SESAME STREET FROG /AM REVIEWSScript #407

kj Date: Nov. 14, 1972

10. FILM: MAN & THE FROG'

This segment was informative and well executed. The lesson of tolerance,if not acceptance, was evident.

11. OFFICER BIRD HELPS A LADY (ROLES & FUNCTIONS)

If this segment was meant to instill respect in police officers,, it failed.The positive roles that were those of helping little old ladies crossstreets and helping lost children are not true to life. The comment aboutthe neighborhood going down hill was unnecessary.

18. VTR: THE WITCHES COOPERATE

The must be some positive, dynamic roles for girls other than those ofballerinas, nurses, and witches. The witches were weak characters.They did not posses any powers (the objects did) and lacked ability (it. took three to make soup). If girls are going to be witches, at least theyshould be powerful.

23: FILM: (LA) EVERYBODY EATING 1:58

The scenes of people and animals eating were interesting. This Segmentwas, also good in that it showed all age groups and most ethnic groups.These can be scenes that a. child would not ordinarily be exposed to .;(and perhaps, even adults).

25. VTR: MARTIANS MEET A' CLOCK

This segment was too long, boring, and with much unnecessary repetion andnoise.

33. VTR: SONG: A-- YOU.'RE ADORABLE 2:53

In this segment all the words the boy used in describing his girlfriendwere chavenistic in nature. Any girl possesing these superficialcharacteristics would be unhuman (that is, lacking real, human characteristics)lacking any function in life but to bend at others wills.

37. VTR: ANGEL'S HAIRCUT

This bilingual segment was very good. Words and expressiens-in Spanishwere appropriate and phased in well. A child can learn both Spanish andEnglish at the same time. If a word is unknown to a child, the-meaning canbe derived from the rest of the sentence or dialouge.

SESAME STREET PROGRAM REVIEWSScript N406Date: Nov. 13, 1972

21. VTR: COUNT COUNTS ERNIE'S BLOCKS

1The segment in which the Count made use of Ernie's blocks to count tosix was well excuted and effective. The use of thunder and lightningand the Count's dynamism added to the power of the number six. Hementioned that it is often difficult to count objects when they arein a pile. A child could relate to this fact. It %as a little too long.

25. VTR: ME.

This segment seemed to begin with along list of occupations for men(at least in a child's mind) then followed with a little girlssinginga song about being utterly delicious. The gap between a solid worth-whileoccupation and a preoccupation with being sweeter and nicer was glaring.These superficial qualities are not of much value in this society forpersons of either sex.

40. GOODBYE

Snuffy is not only uninteresting to the viewers but, it seems,is also not interesting to the children of Sesame Street. The childrenseemed reluctant to get near,him. When he is visible and the mysticgone, he is totally uninteresting.

Comments opt Sesame Street Shows #411 thru 416

. .

SHOW #

October 31; 1972

SEGMENT # COMMENTS

411 None

412None

413 38,39 Much more functional words could.'- be used to teach the letter "o"than opera and Olga. Opera is nota word commonly used nor identifiedwith by children. Ojo,Oir, Ocean° ,

olla, are examples of words that wouldhave much more meaning for the children.

** 414 36 , 38 Oscar's House is not Casa Oscar butis La Casa de Oscar.

416 :None

** CASA, was'one of the sight words used in the Test administered. All

the subjects answered the question incorrectly.. One should note that only ene

segment,presented the word CASA (the article was omitted, there was a suggestion

of correction).

Test answeres for questions 1 to 82 for the Pre and Post Test.

169

. t f

.

' 1

Child's Name Question

.

I..

Pre Test

..* , .

: , ''.. ,

. ...... .

.Post Test

:

.

Comments & Rati. Elizabeth Macias J / 4 /3 , -I-- --

// .

.c Neimes Z. ,3, Oscar Garcia 94. Beatriz Cruz .

.. .

. . --i ....:----57

A Flikprin Valencia O c)1

. T

.L..

:R Georgie King 7'..

_____LY_. ..

9 S..mi li9 Elizarras -7' L_,.

ti.

. -

12 Johnny Gatidet .

..-__, -...:

. . .

"3

. .. .

A .1 L.O..............,..

.

--....

iI..

a I. II - 2-7/ ' .

..

16 Urbrino Ulna 0. t

II a uroda,

a _um,

i

. __..

.11 r4r,I 40

- .

o

Child's Name Question Pcst Test

1111.11.11

4. Beatriz Cruz 111111.11111=11111.11.1111111111111.11111 =MSMIMMI

111=!1111a=

11111M111M11

c Neimes

3 Oscar Garcia

Pre Test Comments & Ratir

MINIMENNIIIIIIIEMIMENIMIN

1111111111r1111111111EMIIIIMINI

1111=1111111111111111111111111111 1111111111111111111111111=111111111111M111111

11111111111111111

1111111111111 111.111111M1111111.1.111111M111.111111M11111.101111: 11111111111111EIMENNIMMillrall ,M1111.111111=1

.111111.111.11.1111111.MINIMI191=11011=11

1111.1111.1111111111.11-Stiovo 11111111=1101111211111111

Vf11111.1111111

1111.111=1.11.1.1.111.1111111.111111.1111Mill.1111121111111111111

111.110.1111Qui'ada 1111

111111111NalinalliM(.1r. .1

I,11111111111.1111111111111111111111

vr MINIM _

01 00

VW I "PQ

10

i

Chiidss Name

Child's Name Question Pre Test

- :..-

Past '- Test Comments &Ra

": .!!

tiC;

Child Nome., .

... . ,,..,. t

IOuestiOn re b-i Test

. _

--,-.4.---..'7-.:

.1 lost Test. .

Commen s RS

I/

Amodio.'

7k

/MI Np=11

audtt 1.

r

Child's *lame

.

. 41-4

Child's Name Pre Test

. ... .., ...

. .. . .

Child's Name ' Question

r . *.-..

.. .\." ,

,_

.

# Pre

'''. '.. *.

..,. 2 ..

. z

Test

.- - : t .t. :: . i 1 . ";. - :- - :.: ,. 't

.

.Post Test

* .

.. .

. .

Comments & Re'. 2 tA

/

to ---------- -F.

.

Neimes . ? ,

A3 Oscar Go cia.

.. .

4. Beatriz Cruz. --

i 6/. .-

AMY.

I

.

R Georgie King. \ .

Hili Elizarras.

It

icuaimakbsbly,....

.;

.

I .....

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The following material was being collected to be used in further research.

Due to the lack of funds the program will not continue with the intended

research.

ET

COP*qipiiography

Albert,. Robert S.

The Role of the Mass Media and the Effects of Aggressive Film Content upon ChildrensAggressive Responses and Identification Choices,Genet. Psyc o . Monograph, 55 (1957), 222-85.

Andersson, Theodore

A New Focus on the Bilingual Child in Educating the Mexican American,Henry Sioux JoFnson and WiTliam J. Hernandez, eds., Valley Forge, Pa. Judson Press,1970, pp. 235-42.

'Anonymous

Children and HGSE Faculty Help Shape Sesame Street,Harvard Graduate School of Education Association Bulletin, Vol. XIV, Number 2, Winter,(96.9 -70, pp. 12-14

Anonymous

-The Strong Case for Bilingual Education,Saturday Review, Spring 1972,

Aranoff, Frances W.-

Music and Young-Children,New York: Halt, Rinehart & Winston, 1969.

Arnez, Nancy L.

The Effect of Tlacher Attitudes upon the,Culturally Different,School and Society, March 19, 1966, pp. 142-52.

Arnold, Arnold

Violence and Your Child,Henry Regnery Company, Chicaga, Illinois, 1969This book is based in part on a series of newspaper articles written by Mr.' Arnold in the summerof 1968 under the auspices of the Department fo Health Education and Welfare. He deals primarilywith the influence of violence on children.

Association for Childhood Education International.

Children and TV: making the most, of it,Editor, Constance Carr, Bulletin No. 93, (195.4)A shad and concise pamphlet dealing with the effects of TV on children. It touches on varioustopics, included are: programing, advertising, family difficulties due to TV; etc. Most impor-tantly it offers solutions to most problems.

2

Associalon for Childhood Education International

Children and TV: televisions' impact on the child,

Associate editor, Sylvia Sunder lin, Bulletin 21-A, 1967

This bulletin is a follow-up on Bulletin No. 93. If deals more specifically with reaction by and

advise to teachers and parents.

Bailyn, Lotte

.Mass Media and Children:* A Study of Exposure Habits ana Cognitive Effects,

Psych. Monograph., 73 (1959), 1-48.

Bayley, Nancy

Comparison of Mental and Motor Test Scores for Ages 1-15 monts by sex, birth, order, race,

geographica ocation and education of parents,

Child Development, Vol. 36, 1965, pp. 379-411.

Bercoviti-, Antonia Madison .

Influence of Aggressive and. Non-Aggressive Television and Cognitive Style on Elementary and

Junior High Schoo Chi dren,Masters Thesis, University of California at Los Angeles, 1970

The purpose of this study is to determine how television programs varying in aggression and

non-aggressive content affects the subsequent responses of children.

Bernbaum, Marcia, comp.

Educational Television for Preschool and Kindergarten Children: An abstract bibliography,

Eri.c.CiesoLnghouse on _Early Childhood Education, Urbana, Illinois, May'1971, pp. 70. Sponsor

agency: Department of HeariTi, Educatiriarievireffare7 Office of Education, National Center

for Educational ComMunications, Division of Information Resources.

Parents vs. Television,

T.

Redbook, 122, No.+, (Nov. 1963)

Bettiheim, Bruno

Children should learn about violence,ITTSedurday Evening Post, March II, 1567, pp. 10,12.

Beyer, Evelyn

Teaching Young Children,New York: Pegasus, 1968

256

Brown, Doris V. & McDonald, Pauline

Learning Begins at Home,Los Angeles: Lawrence Publishing Co., 1969

Bryson, Juanita Eastman

Comparison of Bilingual vs. Single Language Instruction in Concept Learning in MexicanAmerican Four Year Clds.Masters Thesis, School of Education, University of California, Los Angeles, 1970.

California State. Advisory Committee to the United States Commission of Civil Rights

Education and the Mexican American in Los Angeles County,Washington D.C., U.S. Government Printing Office, April 968.

.

Castaneda, Alfredo and Manuel Ramirez and others

Mexican American-and Education Change,.MexiCan American Studies Program, University of California of Riverside and-Project FollowThrough, U.S.O.E., 1971.

.'Clark, W. J.

Of..Children andTelevision,Xavier University, Cincinnati, Ohio, 1951.

Comstock, George A. and others

Television and Social Behavior: A Technical Report to the Surgeon General's ScientificAdvisory Committee on Television and Social Behavior,Notional Institute of Mental Health, 5600 Fishers Lane, Rt,ckville, Maryland./

Daley, El iott

Is TV Brutalizing Your Child,Look, 33, No. 24, (Dec. 2, 1969), 99.

Duggin , E.P.

Children at the Television Set,Times Ed. Sup., 2I12 M65, November 11, 1955.

Dumazedier, J._

Television and Rural Adult Education ,UNESCO, PcttT:S;1956.

Educational Resources. information Center Reports

A Study of Visuro) Perception in Early Childhood,Western New tvliexico University, Silver City, 1967, pp. 95 2

o

Evans, C.C.

Te.levision for the Preschool Child,Elem. Engl, 32, ((955), 541-42

C..' *Fine, B.J..'"

,Television and Family Life: a survey of two-New England CommunitiesBoston University, School fo Public Relations and Communtcation, Boston, 1952.

Forman, Henry James

Our Movie made Children,New York: McMillian Co., 1233, pp.I21,,

Garcia, Ernest

Chicano Spanish Dialecrs and Education,/Milan Chicano Journal of the Social Sciences and Arts; Vol. 2 No.'1, Spring 1971, pp. 67-7-8

Garry, Ralph and F. B. Rainsberry, Charles Winick

For the Young Viewer: Televison Programming for Children... At the local level,McGraw-Hill-Book Company, Inc, New York, London, Toronto.This book-Qs for all those who .hold a prime concern with improving chi ldren or television orDboth, It is for broadcasters, parents, creators of programs and educators. 1962.

Greenberg, 'Bradley S. and Brenda Derbin

Use of the Mass Media by the Urban Poor,Praeger Special Studies in U.S. Economic and Social Development 1970, pp. 250,Testimony to the President's Commission on the Causes and Prevention ofViolence,Oct. 15, 1968.

Griffin, Louise

Books in Preschool: A guide to Selecting, Purchasing and UsingChildren s &ooks ;Washington, ,Nationa Association forAve., N.W. 1970.

Gross, Marthe

he Education of Young C

TV:. Electronic Crime School?aristi.an Herald, 880.o. 8 (Aug. (965), pp. 15-19, 23.

Hechinger, Fred M.-

Preschool Education Today ,New York, Doubleday and Company; 1966.°

dre 834, Connecticut

Himmelweit, Hilde T. an-d others25 6

Television and then.empirica slu yo te elf et of television en the yOung. Published for the Nuffield Foundation

.

by the Oxford Press, London, Toronto, New York.,One of the most C'omprehnsivt studies ever done of the effect of any mass medium on children. 194

-tJohnson, Harri.et M.

.School.Begins at Two,Edited by Barbra Biber for the bureau of EduCational. Experiments, New York City, New Republic,.Ind: 1936.' :

Klepper, J.T,,

Children and Television,Bureau of Applied Social Reasearch, Colombia University, Nev York 1953.

lqrugman, H. E. and E.. L. -Hartley

Passive Learning form Television ,

Leary, Mary E,Ilenr

Children Who Are tested in an Alien Language Me.ntally/Retarded?,The New Republic, May 30, 1970, pp. 17;18.

Le Shan, Edo, J.

The Conspiracy Against Childhood,New York: Atheneum, 1967, pp. 284:

Or,

Lewis, Hylan

Child 1Q.aring Among Low Income Families,Washington D.C., Washington Center for Metropolitan Studies1196

Liebert, Robert and others

TV Violence and Child Aggression,oh

Logan, C.S,.

What Q.ut Chi Idreri, See

"Inst. of Educ, by Ratio Yearbook,. 1950, pp. 170-74:

Mao'coby, Eleanor E,

fiWhy .Do ldren Watch Television?Pub. Cpin, Quarterky, P8 (1954) , pp. 2-39-44, '

..The 'differences between classes was interpreted at meaning that' the'upper lower class, where the-parents themselves spend a good i'deal of time watching television; there is more a positive motivationfor a child to watch television so that the child will be drawn to it even in the absence of frustration

because it is a dormant activity of the family circle. 'C:

Maccoby, Eleanor E.

Television: Its Impact on School Children,Public Opinion Quarterly, I5,,(1951), pp. 421-44.

_

Mackey, Wi I I iamo

,

A Typology of Bilingual Education, ..,.

0 4V '

Paper prepared for a reasearch conference on bilingual education conducted by educationalsystems corporation under the auspices of theUnitedStates' Office of Education, Bureau of.Reasearch, 1969.

,McDermott, John F.001,

TheViolent Bugs Bunny,' York Times Magazine, CXIX (Sept. 28, 1969)

McGeehan, J.R. R.L.

PP. 125.

4: 4

'Television: impact-and reaction in Lexington Kentucky,University of Kentucky, Lexington, 1953.

1V1cLuhan,,Marshal I

What TV is Really Doing to Your Children,Family circle, 70, No. 3 (March 1967), pp.

---Met lencomp, Virginia Lynn

Play and Spy It,A. menu?' for Helping the. Child Learn how to make and use rrect speech sounds. ij

Expression Company:- Publishers, Magnolia, Mass,754.

Miguel, Fe Aleio

'The Influence of Bilingualism on Perception and Meanjng,Masters Thesis, SC'hool of Education.; University ofCallfornia atlos Angeles, 1967.i

Mords., Norman S.

Television's

ll'Little, Brown and ,Company, Boston, Toronto,A comprehensive study done on the violence involved inchildrens programs and-a guide to bbtterviewing, 1971.

.41

Morton, Margaret C.

Impact of Television on Children, ---Mastersc.Thesis, University of California at Los Angeles, .1955, . ...

The study discusses the telvision habi.ls and preferences, of a group of 102 ,ten and eleven year old',children, their reacti ns and responses to select television programs,

.:

Schramm, Wilbur

. Learning from Television,Comparing children with and children without television in years when television service was

being experienced in the United Kingdom, these investigators concluded that television'mainly

benefits the "younger and duller viewer".

Scott, L.

Social Attitudes of Children Revealed by Responses to TelevisionPrograms ,

California Journal Elementary Education, 22, (1954), pp. 176-79.

Seagor,

Children's Television Habirs and Preferences,Quarterly Film, Radio, Television, 6 (1952T, pp. 143-52.

O

Shayon, Robert Lewis

Television and our Children ,Mr. Shayon primarily deals with two areas, the home and the community. He discusses why

children watch TV and in the community he gives a brief overview of the FCC's involvement

in allowing inferior programs 1951..

Siegel, Alberta E.

The Influence of Violence in the Mass.Media upon Children's Role Expectations,

Child Development;.29; (1959), pp. 35-56.

Smilansky, Sara

The Effects of Sociodramatic Play on Disadvantaged PrescliOol Children,

John Wiley & Sons, Inc., New York,qonaon, Sydney, Toronto

Sunderlin, Sylvia, ed.

Children and TV,Washington, D. C.: Association for Childhood Education International 1967.

Todd. V.C. and Heffernan, H.

The Years 'Before School: Guiding'Preschool Children,

New York : MacMillan Co. 970.

.UNESCO reports and papers on Mass Cof-pmunication

No. 43,The Effects of Television on Children and Adolescents,

Paris: UNESCO V.Vorks}ops, 1964. 261

k

UNESCO reports and papers on Mass Communication

No. 42Screen Education: Teaching aCritical Approach to Cinema and Television,'Paris, UNESCO WorIshops, 1964,

Is TV good or bad for, your Children?,Better Homes and Gardens, 1955, pp./33.

Witty, Petit A.

Chltdren's reaction to TV-third rE ementary English, 1952, pp.29, 46973.

School Children and TelevisiMimeo. presented: at the arm a meeting of ihe American Association for the Advancement ofScience, Chicago, Dec, 29' 1959,, distributed by the Television Information Office ,N. Y.1960. Summary of the resul :s of a !en year study of children's television viewing in Chicago

Wylie, E. M. .

1

At Last a TV show fair/Children: .esame Street,

CTW

This form was designed for the purpose of recording addlinair.

infdrmation. It is a pdssible form that can be used to determine whether

the children's reactions are freely performed or whether the "others"

influence his or her abtions. The fact that the children do and are able

to extend the materials learned on the program can help to prove whether the

00gram is effective. This form was designed to be used for further research

ands included as a suggested form for future Sesame Street research.

Physical responses Physical responses Verbal responses Verbal responses Inquisitive

imitative, solitary imitative group. imitative solitary imitative group response andextension ofsegment

Mussen, Paul and Eldred ROtherford

Effects of Agoressive Cartoo'ns on Children's Aggrrssive Play,Journal of Abnormal and Social Psychology, 62, No. T(1961)., pp. 461-63.O'Flaherty, Terrence

Murder, on Saturday Morning?McCall's, XCVI, No. '12, (Sept. 1969), pp. 73.

Palmer, Edward

Can Television Really Teach?,American Education, 5 No. 7 (Sept. 1969), pp. 2-7.

Parker, Everett

Parents, Children and Television,New York Information Service of National COuncil of Churches, 1954.

Parker, Edwin B.

The Function of Television for Children ,Ph.D. dissertation, Stanford University, 1960

Scheuer, Steven H. ed.

Movies on TV,mew York:- Bantam Bookst 1968

Schlesinger, Arthur, Jr.

Violence: America in the Sixties ,New York: New American Library, 1968.

;chramm, Wilbur

Television in the Life of the Child,Implications for the school in New Teaching Aids for the American, Classroom, Stanford; Institution forCommunication Research, 1960.

Television in the Lives of Our ChildrenStanford University Press, Stanford, California, 1961

Children and Television,This is a reprint of a talk delivered at the Biennial National Convention of the American Associantiongf ,e'rsitv.Women by Wilber Schramm which discusses some aspects of the problem of determining the

uec ") which mass media influences children. 1959.

2 6 e