The Child and His Powers; Reasoning Andproblem Solving; Emotions; Career Awareness; Social Groups and Institutions; Social Interactions; and the Environment

tOCUMENT-RESOME

ED 126 860 IB 003 765

AUTHOR Bernstein, Levis; And Others TITLE The Sesame Street Writers' Notebook. INSTITUTION Children's Television Workshop, New York, N.Y. PUB DATE 74 D. NOTE 151p.; Not available in hard copy due to marginal legibility of original document

EDRS PRICE MF-10.83 Plus Postage. HC Not Available from EDRS. DESCRIPTORS BicultuebiliSm; Bilingual Education; *Cognitive Objectives; Conservation (Environment); *Educational Objectives; *Educational Television; Manuals; Perceptual Development; Preschool Education; Problem Solving; Production Techniques; Programing (broadcast); Social Relations IDENTIFIERS *Cbildrens Television Workshop; *Sesame Street

ABSTRACT This manual outlines the instructional objectives for the children's television program "Sesame Street." Thefirst section focuses on the child and his world with objectives related to: body part recognitioh; the child and his powers; reasoning andproblem solving; emotions; career awareness; social groups and institutions; social interactions; and the environment. The secondsection"aeals with symbolic representation, including: letters recognition, letter sounds, rhyming, verbal blending, word recognition, numbers recognition, numeric operations, and geometric forms. Later sections state objectives in perceptual discrimination, relational concepts,,, classification skills, and bilingual bicultural.avareness. In each area, concepts ar4 defined, and suggestions are made for program content and format to communicate the concept. (EMH)

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:C.

THE SESAME STREETWRITERS' NOTEBOOK

prepared by the Sesz.meStreet Research Staff:

Lewis Bernstain La. Marian Hayes Patricia Hayes Ana Herrera 4" Sandra Pereira Leona Schauble

This document was processed for the ERIC Document Reproduction Service by the ERIC Clearinghouse at Stanford. We are aware that some pages probably will not be readable in microficheiwirriftretsenrriengrieHowever, this is the best available copy, and we feel that the document should not be withheld from interested readers on the basis of these unreadable pages- alone.

*Children's TelevisionWorkshop New York, New York 1974 Introduction

Street Writers' is a revisionof the Sesame The following the usefulness Hopefully the newedition will improve Notebook. fo'r implementingthe in- of the manual as a'comprehensive guide structional goalsof the show. notebook's been altered tomaximize the The format haS Please note thefollowing efficiency as areference manual. modifications: to the Statement Guidelines areorganized according (1) which therefore of InstructionalGoals 1974-75, functions as theindex of themanual.. facilitate goal areas arecolor -coded to (2) The four major their identification. in the upperright corner. (3) Sub-headings appear the'new goal areas -career 4) Backgroundinformation for with failure -! entering. a social group,and coping awareness, correspondingsub-sections'. appears atthe end of the Bilingual/Bicultural additional pointsshould.be.stressed. Two for purelylogistical reasons. guidelines appear as aseparate unit mutually arsenot.necessarily However, English .andSpanish guideline's subsumed underBilingual/BicultUral exclusive. Several guidelines Englishsegments, andViceversa.' material are equallyappropriate for to two memoswhich appear under Please also payspacial attention

General Guidelines: .

What's the Goal?

Nutrition on-SesameStreet content of themanual should 1;6 Questions concerningthe staff. directed to membersof the research it 54 T, the 6th ertal Season of Sesame Street(1974-75)

I. The Child and !al World o4 A. Self The child can identify, label 1. Body Parts and Functions - and state or recognize thefunction of such body parts as the:

a. head g. elbow b. nose h. hand c. ear finger d. eye j. leg e. tongue k. knee f. arm 1. foot

. child recognizes that he can 2. The Child and His Powers - The act effectively on his ownbehalf:

a. By acquisition of skills -andknowledge through:

1. experimentation 2. asking questions. 3. practice

b.. By making use of previoUslyacquired information (remembering) .

c. By anticipating future needs(iPlanning).

d. By manipulating theenvironment within his. mind (imagining).

and convergent thinking to explore el By utilizing divergent alternate Ways of interacting withthe environment (creativity), e.g., by identifying andgenerating:

6 1. Divergent uses for an object 2. Divergent causes and effects of anevent different 3. Analogies (or convergent uses) among objects and events (See also Reasoning & ProblemSolving)

3. Reasoning.and Problem Solving

a. Generating and EvaluatingExplanations and Solutions

1. Presented with a situation: possible ante- ko The child can suggest several cedent and/or consequent eventssurrounding that situation.

tho)most likelye::planation b. The child can select When given a limitedchoice-of expldnwions. 4 d'a I Presented with aproblem:

suggest severaldivergent a. The child can

solutions. . . likely solution ,The child canselect the most b. possible sol- when given alimited choice of (Making use 9f trialand. error strat- utions.. egies or pretestingsolutions). , clues the child, Given a set ofprogressively revealed 3. arrive at the correctanswer. can usethose clues to

4. Emotions recognize, identify;label and discuss a. The child can his emotions,including: fear love anger pride surprise happiness sadness awareness of andconsid- can:demonstrate b. The child Social eration for thesejemotions in othcrs.(see Interaction, Coopsration). his feelings, c. The child canappropriately.express verbally andbehavivgally. and demdnstrat.es .(1)feelings of pride d. The child estimation of his' own self-worth-and' (2) 'anaccurate competences. The following :abilities,,resources.and spotlighted as beingrepresentative two skills'are and importantin this goal area: dis- failure: The child develops .1. Coning with with a crimination in decidingwhen to persist particular approach to aproblem; .he refines discern his progresstoward a his ability to capable of goal; he becomesprogressively. more defining his ownstandards of success.. builds and Entering social groups: The child .------of ways forinitiating expands his repertoire of interaction with otherchildren and groups in hissocial children; 'he becomesmore confident competence.. D. Social Units

1. CareerRwareness abl6 t identify, label'or state a. The' child mill be several (threor'more) career occu- the names cf describe one (or more rations, and willbe able to principle functionof each.

recognize that thro,.hhis own actions b. The child can he/she can begin e.g., practice, orplanning, etc.) y fordifferent to acquire someof the skills neces his Powers. careers (seeThe Child and

aspire to differentcareer les and 2; The child can : C. resulof recognizes thattheir attainment is a preparation, nd not Adifferent skills,interests and contingent upon sex orrace.

2. Social Groups andInstitutions

a. The Family nandthe Home recognizes thatvarious types of 1. The child structures serveas'homes. fan'ily is and,can The child recognizeswhat a 2. activities characteristieall% describe severaltypes of performed byfamilies. social The child isfaMiliar with the b. The Meicjhborhood - boundaries of his ownneighborhood. and physical various structures The City or Town -The child recognizes c. which make up thecity. or Spaces, andpoints of interest town. that there are zoos,parks, play- Ex. 1The child knows where various grounds, airports,etc., and stores types of commonitems may bepurchased. different understands thatthere are many Ex. 2The child must be cities; that variousgocds or products various modes transported in'and out; and that of transportationare employed. of identifies therespective functions Ex.3 The child office, such institutions asthe school,-post hosOltal, bank andphone company. C. Social Interactions Social-Attitudes - The childis encouraged todevelop poSitive 1. - and helpfulness social attitudes such askindness, generosity and to exhibit theseattitees- in his behavior.

2. Differing Pers7)ectives individuals or groups a. The child realizesthat different may havedifferent reactions insimilar situations. values: The child deMonstratesthat he is aware of and . behavior of the feelings,preferences and modes of other individualsand groups. A childrecognizes-that in certainsituations 3. Cooperation -'The it is beneficial for to ormore individuals towork together toward a common goal.

Division of Labor - When achild is a member of a group a. the goal that has a common goal,he realizes that sometimes of the group will be more easilyachieved if each member shares in the work orplanning.

When a child is amember of a group b. Combining of Skills - toward a common goal,he realizes that the g that is working, mambor of the will be most easilyaccomplished if each special skill. gxoul) contributeshis own unique and realizes that in certainsituations c. Reciprocity - The child his goal, he must t-requestthe .in order to accom...)lish in accom- assistance' of others and mustin turn assist them plishing their goals. adequate resolutions Conflict Resolution -The child can provide 4'. familiar conflict to conflict whenhe is presented with a situation. The child isfamiliar with'thegeneral D. The Man-MadeEnvironment form and functions of:

1. Machines and tools.

Buildings and otherstructures. 2. .

i Thechild'has an awareness ofthe E. The Natural Environment - general characteristicsof:

1. Land, sky,and water.

2. City and country.

3. Plants and animals.

cycles. 4. Natural processes and

t. 7 important: The child seeshimself,as an itvlof the Environment - as: F. and is aware'of such concepts par \ofthe environment

1. I terrclatedness.

2. Irversible change. resources. 3. Limit\ of natural

4. Impert\nce of environmental planning.

I/. SymbolicReprespi ation

A. Pre-Reading Co that illustrate-the. is a list ofreading principles The following and writtenlanguage. Although relationship. be,een.the spoken has -be taughtdirectly, each these abstract pinciples will not more of thepre-reading skills guided the seltc on of one or 0 that will be taugt directly. distinct units inwritingii justj as Words can beilentified as 1. distinct units inspeech (5a, 5b, they can bed ntified as 5c, 4a, 4b). words (5b,5e). Written words a tsymbals for spoken 2. sounds (4a,4b, ,areymade up ofdistinct- speech 3. Spoken words 9. .3a4 3b, 2c). symbols for made up ofletters which are 4. Written words speech sounds:(5b,5c).. . .,those ,..._ . , speech sounds combine to makewritten .words just as 5. ,Letters Sc). .combine -to makespoken words (5b, . 1 . . . . in a writtenword correspond The order inwhichletters appear that.word- 6. are producedin saying to the orderin which sounds

., .-(5b, 5c, 2c). from left torigHt (5b, 5c). Words and sentencesare read

1. Letters lower case), Given a printed'letter (upper or a. Matching - letter from aset of the child can selectthe identical printedletters. 0A- the c label for a letter, Recognition - Giventhe verbal b. letter (upper orlowercase) can selectthe appropriate from a set ofprinted letters. 1 (upper or lowercase) Llbelling - Given aprinted letter a. verbal label. the' child canprovide the 8 H Sounds 2. Letter orally all of wordspresented (not nece- a. Given a set letter sound with the same the childcan beginning consonant), ssarily asustaining begins with picture of anobject that select a from a setof pictures. the sameletter sound sound, thechild can sustainingconsonant letter from aset b. Given a printed select thecorresponding of printedletters. given consonants(f-l-m-n-r-s-v-z), For asustaining produce that c. letter, thechild can the printed sound letter'scorresponding

3. Rhyming presentedorally"and of rhymingwords ofa new a. Given a set consonant sound (sustaining) beginning the initial produce arhyming word word, thechild can with thatsound.' orally, the wordspresented of rhyming from a setof pictures. b. Giviln aset rhyming word child canselect a child can words thatrhyme, the Given two ormore c. third rhymingword. select orsupply a is able tolabel of words,the child d. Given a set the set asa rhyme.

81enling 4. Verbal with a presented orally I two-syllableword the childcan a. Given a twosyllables, between the the,wordwithout separation syllables andrepeat blend thetwo childand-ask, Ex:say."ta-ble" to theseparation. it fast." did I say?"or, ."Say "What'word orally wordpresented three orfour letter sound b. Given a initialconsonant between the blend theword with aseparation the childcan rest ofthe word, thesepara and the repeat theword without did together and ask,"What word parts "c-at" tochild and tion. Ex. say "Say itfast." I say?" or,

5."Words the child canselect printed word, Matching -Given a printedwords. a, word from aset of theidentical for anyof the Given averbal label list 'ptcotInition - Street IIIword b the Serame the wordsappearing in the'child canselect Spanish), presente (in Englishand printed words word from stt.of appropriate context. in avariety of ,- 9 Sesame StreetWord List

8. open 1. bus 9, school 2. danger 10. stol 3. exit 11. street 4. help 12. telephone, 5. Jove walk 6. me. *13. 14. yes 7, no

Spanish SightWords danger 6, peligro*- cerrado closed 1. 7. casa -house abierto open 2. 8. hese - kiss sal3da exit , 3. 9. ague -water entrada -entrance 4. 10. amor -love 5. yo - X recite the the Alphabet -The child can 6. Recitation of alphabet.

IL Numbers Goals

1. Numbers child can a printednumeral, the a. Matching --Given from a setof printed select theidentical numeral numerals' (no.1 t. for a numeral, Given theverbal -label b. Recanition numeral from a can' select theappropriate the child (no. 1 7_12). set ofprinted numerals . . child can Given a printednumeral, the Labeling - tno. 1 - 12). provide theverbal label

d. Recitation 1 to 20. recite thenumbers from 1. The child can count under ten,the child can Given astarting point number toten: 2. any-Oven.higher from thatnumber to backwards from ten, count 3. The child. can

Operations . . 2.Numerical define a set orsubset of Enumeration -The child can a. a largerSet. up to tenobjects from How many arethere?" "Here are somepennies. .Ex.- 1 ,. pennies. Take two."' Ex. 2"Here are some number reached recognize thatthe last 1. The child can number in theset. Ex; "Count in countingis the total there?" the pennies. Hip many are When counting strategies. Ex: Li The child canmake,use of child will 2. arranged in acircle, the counting objects moving . marking it, first objectcounted by identify the characteristic ofthat. it, or noting adistAguishing object. Ex; "How many count eventsin time. 3. The child can times did I clapmy hand?" assign the Corresnondence -The child can Number/nuneral different numbers.Ex: 1:41"' .correct numeralto sets of goes withthe numeral'3'. Thechild canrecognize familiar c.Number'Conficurations - configurations of upto 'fiveobjects.. 'Ex.':

4 = p 2 = s. g

5 = Ct 3 =- . identify varicusmeasuring instru- The child can function d. Measurerent - etc. andunderstc.nds their ents such asscales, rulers, . object to any Subtraction - Thechild can add one e.Addition and one objectfrom any group of upto fiveobjects or.rubtract group of nomore thanfive objects. square-cuadrad triangle-triangulo, C.'Geometric Forms(Circle-circulo, trapezoid.) pentagon,hexagon, octagon, rectangle-rectangulo, shape of cut-out, orobject in the Given a drawing, hexagon, octag 1. 140elling - rectangle, pentagon, aCircle, square,trianglpr, label forthat sha childAn provide a verbal ortrapezoid, the "square," "trian Recognition -Given theverball.abel."circle," "trapezoid,", 2. "hexagon,""octagon," .or "rec angle,""pentagon," object appropriatedrawing,,cut-out,or the child.canselect the m'a set.

III. CognitiveOrganization Discrimination andOrientation A. 'perceptual

VisualDiscrimination a givenobj'ect or picture Matching .-.Thechild can match is a. 'of objects orpictures which 'to one of avaried set position. similar in form,size, or chil. Figures - Given afor, the Embedded drawin? b. Recognition of embedded in a.pictur or *can findits counterpart -.The child canstructure parts, Part/WholeRelationships C. whole: into ameaningful the child assortmentofits parts, Given a modeland an 1. to Matchthe model. can arrange,these parts of parts,the child can Given amodel and'selection essential.to the con- 2. parts which are those partswhich select those discarding struction ofthe model, do notbelong. its parts,the and anassortment of 3. Given a model parts aremissing. child candetermine which

Discrimination 2. Auditory associate given Identification - Thechild can a. Sound objects oranimals. sounds withfamiliar Goals, 3c under See ffII,Pre-Reading b.. RhymingWords Rhyming. demonstrate hisunderstanding Concepts -The child can B. Relational concepts. of variousrelational folloWing' un4erlies allof the Samr-/DiffOrent -This concept I. categories.. relationalcoacent Small/Smaller/ Big/Bigger/Biggest; 2. SizeRelationshi7s Smallest;Sh'ort/Tall. More, Most,All, Less. Relationships -None,. Some, :3. Quantitative On, Through,Around, Relationships -Under, Over, 4. Positional Up, Down;Beginning, End. Next To,First, Last, Close to,Away from. Relationships -Near, Far, S. Distance Before, After,Next, Relationships -First,, Last, 6. Temporal Beginning, End.

C.Classification is not likethe others?) (Which ofthese things 1. Sorting - which have anattribute ofobjects,'s(vf.ral of object on *Given a group sort out,theinappropriate the child can . in common, . the basisof: d. class a. size d. quantity b. form c. function belongs withthese?) (Which ofthese things Classifying - basis ofgroupin4i-, objects thatdefine the least two object orobjects that Given at additional canselect an the child group onthebasiSof: belong inthe tame d. class a. size e. quantity b.'tom c. function

Classification 3. Multiple child Given any,object, the Identifkation - objebt.: Ex. a. Property of:that at lcst two.properties can name and red." "The ballis rbund Given any andDifferentiation - Multipe Cl ssInclusion that they arealike . the child canrecognize Ex.:' "Both o! two. object, different onanother. diMension'and one,is blue." on one round but oneis red and thesethings arc object's, thechild can any_ groupof Regrouping - (Ex.: c, the basisofone-characteristic basis classWythem on same objectson the then.reclassify the (The pointwill shape).and (Ex.: size). characteristic Tight answer.) of another is often-no;tingle be. madethat there

Objcetivc.s --IV....Tilingual/113cult%IraI identity and , Cultural reinforce Strat- elements.art to backgrounds. These'program - - Span1Sh-Sp eaking of 1. viewers'from integral part splf-pridt'in as an presentingthe following egiesinclude

. the. program: language a. the Spanish

b. Spanish customs and dance music, (theatre forms:,; songs, ic. Spanish art animated,muppet live-action, performers: d. Spanish-speaking Street rpre goals ofSesame curriculum of makingthe theSpanish-sPeaking TO find ways, accessible to rogram and thus more advantagesthe comprehensible samelearning toprovide the incline: child, so as audience. Strategies itsEnglish-speaking brings to that thechile material inSpanish so sfer educational able totra a. Presenting first andlater be the leain theconcept whileretainin will languages(English), learning toother Spahish language. which are

k , Spanish words certain dnvironr,. Teaching as"sight words" child's b. often intheSpanish-sPeaking encountered ot another' speaking childwith 'the non -Spanish - 3,0 Tofamiliarize and customs. lantpage 3 What's the Goal?

has a verydifficult time Sesame Streetresearch sometimes instructional goal aspecific bit isteaching, deciding what indicate what you most helpful to usif you could It would be write. It goal is withineach bit. that you think the primary to instructive to usand to yourselves would also be most margins, underlining', placing anarrow in the indicate (e.g., by goal in thescript. italics, or whatever)where you hit the have more than onegoal. We arc fully awarethat some bits include additionalgoal areas, please If you havedesigned a bit to and wherespecifically you present .indicate in thescript what it is it. instructional goal Finally, some bits mayhave no specific curriculum. None- founa in SesameStreet's present that is to be sufficiently important feel that thebit presents a theless, you may show or in . to be includedin a specific instructional :statement objectives in general. If you list of curriculum the season's relevant goal,:please indicate ,therefere thinkthat a bit has some that. in thescript too.

Research Memo -2/19/74

4 General Information

Nutrition on Sesame Street

% . . in the "Sesame Street" nutrition are potexplicitly included ) Although health and and Villa Sesamo), wedo curriculum goals qalthouynthey are in Plaza Sesamo up'negative behavior patternsfor children to make an effort toavoid setting aodel. 2 the continuing concernof parents and other this policy and of they As a consequence:of not to model badeating habits whpn adults, perhaps itwould be good to try personality,,_ as for CookieMonster. For examN,e, are not implicit-in a character's gowith.her sandwichinstead of could order raisin'sand juice to in Show 738 Maria Our shows contain many of-dont;ts, potato salad,and orange soda. a package cakeKs, candy, etc.,,to'theexclusion instances Of preoccupationwith cookies, .of better foods. would require like nit-picking, thistype of .awareness Although this may seem parental part and would beworthwhile in forestalling minimal, effort on our well as in helping increasingly inlctters and comments), as concern (eXpreed . medium's endless barrageof anti-nutritional to cut down onthe television messages to youngsters.

.15 WPCSAU&M.L 4.m.y

Format Suggestion41 production andresearch to It would beadvantageous to both segments which presentthe same prepare a seriesof experimental different productionfOrmats (or similar)affective content via and techniques. varying formats andtech- Maintaining similarcontent while the effectivenessof format niques will permitresearch to compare comprehension. upon the targetchild's attention and provide..some could thusenablezesearch to This, in turn of affect segments. practical guidelinesoforthe futurdrproduction could be outlined'a formatsuggestion which Below we have segments within thecontext used to incorporatesuch experimental of regularprogramming if desired. Repertory TheatreTryouts: 1. Sesame Street can be used toestablish a special A live street scene that Maria has settng; e.g., thepresentation of,a play AMs,,et al. alldesire to partici- writ. en cast, muppets, Giving themthe/briefest -pate and tryoutsare held. of the (affect)situation, Maria first of explanations run throughit. directs the liveaction characters to

of known muppetsruA through the FolloWing this, a.yroup Then, either (with or withoutvariation). same sequence the abstract symbols' tryout repeatiT live kids and/or cast: members similar sequence. Competition amongst sane or reinforce the speciyxaffeCt Aids, et el.canalso be used to Using this typeof format inthe. experimen- goal presented. the same of affectsegments whteh repeat tal presentation production the formatattributes -or goal, while varying 'high attention (due,to elements - may serveto both elicit and expectatiom.for the competition,familiarity of.content, to makesalient.the partic- the novel tooccur), as well as ular affect goalpresented. illustration of the sameconcept:- i.e.! Below is another 2. affect content viadifferent the- presentationof similar

. formats.

Goal: ,Cooperation to concrete-. Vary the format on adimensiOn of abStraction ness: animation segment:'line "cooperation a. Present ani abstract goal Present a filmicpresentation of this same b. abztract'format: film of carscrashing:. in a less 'traffic audi6:, "Why don't wecooperate?'4 Visual: light - STOP GO

"PC' Uenel.44.111SA.V4M4.

in a most Present a lineaction segment C. carrying -concrete format: David & Bob collide packages, do not seeeachother ar9,d ("after continuously untilthey cooperate you...").

Format Suggestion question. Stop action;voice-over, narrator Notebook an earlier memo(see Writer's As suggested-in explore stopping the Affect (Pride) page5) we might- Ideas: in a segment. Using a blank action at.apre-determined point "How canhave a childnarrator interject; visual screen, wa set -up of a Bert feels?" -,'ThiS following the do you think do?" - thisfollOwing Or "What do youthink Bert will bit. the affectsituation. the identification(or lahcling)of be action question, apregnant pause can Following the stop label, or child to brieflyreflectupon the provided for the of the bit resolution of thebit. The conclusion upon the back to the normalaction of the could eitherbe a quick cut from. presentation.fOr thechild to choose bit, orSplit-screen

Format Reminder:

Silence asa'techniquee heightens attention. 1. Sudden silence child's the length ofhe silence, 'the 2. Depending upon heightened, as are hisattempts -' involvement in thebit is the silence, orsolutions to to guess thereasons for the silence. the problemposed prior to

When? quick action a. after noise or situation. b. in aproblem-solving

4. How long? brief - even verybrig a. can be

intermittently combinedwith voice-over b. can be narratorquestions.

apcial FormatSuggestion: Sesame considered having aparent's day on Have we ever format for the This might be anexceptionally good Street? roles, differentperspectives goals of: social interaction, and,.of course,affect.'

from LewisBernstein Research Memo- 2/27/74 I7 Self,

Body Parts andFunctions

a. Since the majority of the targetaudience can recognize and label most of the body partslisted in the .Sesame -Goals Statem7,nt,, tYri Street major emphasis:shouldb-.1 placedon teaching the.functions 4 thesebody parts.

This can be done ina variety of ways.

1. Soncn that mention the names andfunctions of various body parts.

2. Ca.:112:.; in which the function of a bodypart is described and the child is required toguess the' body part.

3. Cow-),r;son; betweenhuman body parts and and functions

a. an3L:al body partsand fttnct2..ons .

h. machine Parts andfunctions

4. Games requiring children to use one of theirsenses (touch, smell, hearing,-etc.)

5. Comn-ariou between parts of body that havesimilar. 'functio:,s, shapeor number:

firigers - toes feet - hands elbows - knees arms logs =two eyes- - ears- lips = feet, etc.: Self (Writers' NotebookMeetin; 5/23/72)

Body Parts & 1'unctinns-

The following suggestions provide additionalways of presenting this goal area.

1. Show some lesscommon body parts: ankle, teeth, forehead, chin, cheek, earlobe, belly button,eye lashes, broWs, Icalf, leg (many kids.don't knowexactly what a leg is, theysay foot for the entire area.)

2. Do films or quick cuts showing many differentkinds of, noses,' ears, feet, hair,etc.

3. Showing different body- adornments can help teachbody parts, i.e., nail polish, rings,Aleed bands,necklaces, etc. Could alsofshow body adornments of differentcultures. 4. Show children havingtheir hair cut- many children don4t know that cutting-hairand nails doesn't hurt.

5. At this.age children may begin to lose baby teeth. This could be frightening if the child doesn't understandthe natural process. A short segment couldmake the point, that it is a .sign of growing up, and it happensto everyone. 6. Could show the backs of different body parts and/orprofiles - both sides of the hand, foot.

7. Could show functions ofcertain parts- thumb has specific functions (this has been done using the cooperationtheme.) B. We could also focus upon the fact that not onlydo people have different kinds of skin, but that human skindiffers from that of.animals (i.e. shells, snakes,.etc.) Skin peeling is another naturalprocess which preschoolers might not. vnderstand. A segment could be deVelopedwhich, shows that it does not hurt.

9. We could show the skeleton- the objective being that there are bones inside everyone.

10. Show automatic body functions.

Sneezing. Hiccups Stomach growling Heart beat Eyes blinking ' Sweating (children arc notusually very aware of sweating) Breathing - could.notethefact that you breathefaster after you have run. Could also listen to each other's heart beats - when sitting,' after running,etc. This might be a useful opportunityto show the interrelation of body functions breathing and heart beat.

1.9 Body Parts and tunctionS (cot/.

fi 11* Show how people can communicate with their body- talking with your hands (hold up your )41nd for STOP, waving to say com finger sign for OK, etc.)1, Could use hula dancer or deafperson signing.

12. Could use body parts to teach initial lettersown s - M - MOUTH or M - MUSCLE.

13. Extension of body parts- sit on newspapersso that they don't blow away, using your foot to stop a ball rolling, useyour hand to shake up 4 bottle, cup ydar hands to drink, to call,to hear, to whistle.

14. Rhyming body parts - riddles, limericks with bodyparts and functions.

15. Could count body parts. However, you should carefully define . the subset to the counted (e.g. visible body parts), since itwould be ilaplausible to count bones s and internalorgans.

16. Show that the number* of body karts variesamong animals. For instance, animas has° different n=.bPrS of legs, e.g.a particular type of spider has five legs.. It is -apparently the_only known animalwith an odd number of logs (i'heco is. no }:nog: n animal .with three legs -except. amputee dcjs.)

. 17. Property identification - how tp describe a person. The objective is to teach the child to focuSupon specific characteristics. One possibility is to, flash a picture Of somebody and then askone of s6:oral pueStions: did that person have long hairor short hair? Did they have P bow intheir hair or not? Wi,ls the person fat or thin? You 'could then reflash 11ch1 pic4urc to answer that question and then ask another one.

. Since preschoolers' vocabularies arc rather limited,an alternative would he to use flash cards in Presenting possible answers and havethe child select the correct picture.,

Example:' Was she wearing this kind of hat(flash.hatl or this kind of hat (flash second,choice)?

Property identificatio s a good way of teaching the children to be attentive to objects as well as to people. It also reinforces the concept of differing perspectives, since the childrenwill attend to different characteristics.

18..Show the ways in which people from different cultures comb their hair.

.19. .Sometimes, two children haVb the same name. You could make a further distinction - blonde hair, black hair. You could also .have a situation where someone calls a name in a crowd acid everybody'turns around- pkobrem of how to distinguish.. I(Generating & FivaluatingExplanatio & Solutions) - Self Inferring Conseouent Events

Examples: Anticipatingconsequences

1. Roller skate on stairs with a person poised,ready to step on it. Pause for child to figureout consequences. Have multiple endings:

a. person puts skate on b. person trips on skate c. person misses skate,

What would happen if everybody did something? Ludicrousgen- eraliations can hr: usedto.make the point: looked alike...if If everyone everyone wanted to bea fireman... if everyone wantedto live in the sametown.

3. Outcomes .that happen don'talways match the expected outcomes:.

a. see if extrapolation'iswrong b, see if event went wrong

Example: Drop two balls .andexpect to hear both of them hit the ground - hear only one hit- explore - discover that someone caught theother ball.

4. Stop motion technique, give the child a chanceto think and respond. "What will thescene lead up to?" Shbw 'alternative possibilities (both plausible andabsurd).

.5. Child should be able to anticipate a- transformationand be able to anticipatea problem because of a transformation.

Example 1: Buying a large carryingcase fora small kitten_ .s0 that when the kittenbecomes a Olt he will still fit into thecase.

Example 2: Don't plant a smallsapling in front ofa window because when it growsup it will block the view. (Generating & Evaluating Explanat Inferring Consequent Events & Solution's) - Self

'( "What will happen next?")

The assumption underlying the selection of the immediately folloWing examples is that the more dramatic the consequences of an imminent event,\the more the child will be motivatedto anticipate those consequences in -his own imagination.

- A woman sitting in a tree, sawing off-the. limb on which she sits.

- A hat is hung from a moving clock hand.

- A bucket of water propped precariously abovea door, set to fall when the door opens.

- A man in a sleeping bag near a cliff, rolling over in his sleep.

- A woman painting herself into a corner.

- A child walking backward down 'the street toward someone whose view is. blocked by an enormous load.

- A cat steals a hail of yarn which is attached to a par- tially knitted sweater. (Evaluating & Generating Explanation & Solutions) - Self

Inferring Consequent Events

Some solutions to problems lead to other problems that Must be solved:

Example 1: Something spills and a piece of clothing is used to wipe up the spill - now the clothes must be cleaned. The new problem could be

I more difficult to solve than the original problitm. If you work through the problem in your mind before you begin the solution, you could avoid situations like these.

Example 2: There are three ways to get peanut butter off the roof of your mouth. The first way is to blow, but that doesn't work. The second way is to shake your head, but that doesn't work. The third way is...(Scrape peanut buttcr off with your finger.)

There a'e three ways to get peanut butter off your f: The first is to blow, but that doeSntt. work. The second way is to shake your finger, but that doesn't work. The third way is... a. put finger in mouth which would create a circular problem (i.e., how tooct peanut butter off the, roof of your-mouth).

b, optfor a more permanent solution by wiping hand on towel or washing,Ilands.

In some uses a' child will not be able to infer consequent events Until-he gains an understanding of some commowprocesses:- As the child becomes familiar with these processes, he should be able to infer both antecedent and consequent events when he is presented with any segment a particular process. Example: rr the child sees his mother holding 'a bowl of sliced potatoes and a frying pan, he can infer that she is going to make fried po4toes. He can also infer that the slices came from a whole potato/ which was grown on a.farm. The child could'not make these inferences unless he knew that most potatoes were grown on farms and that potatoes were sometimes peeled and sliced and fried.

Other examples of. processes with the child should be made familiar:

1. How food gets to the. store '(follow, different foods back to farm).

c` Solutions) - Self Inferring.Consequent Events

2. How pattern pieces are cut frommaterial and made into dress or suit.

3. How ball of wool and knitting needles areused to make sweaters.

4. How flowers grow from seeds.

5. .How chickens hatch from eggs.

Sometimes inferences become more limited as later stagesof .a process are reached:

ExaMple: If you see someone knitting, you could infer that he is making almost anything (socks, hat,' .gloves, sweater,.etc.)... Ifyou continue to watch and notice that he has knit a sleeve, you must'lim4 your inferences to only those articles, of clothing which have.sleeyes (coat, dress, sweater, jacket, etc.).

/Y tuerierdvAnti a uva.tum...... u. & Solutions) - Self (Research Memo - LewisBernstein 2/4/1

Problem Solving,

Creativity This concept isrelated to the current Working definition: problem-solving.' instructional goalof reasoning and Sesame Street psychologists as a processskill in generating It is definedby most ideas that is, theproduction of alternative possible solutions: has learned The child who usesthe knowledge he to solve aproblem. is calledcreative in a unique andi *tructive way and applies it "constructive" remainsundefined by is meant by"unique" or the child Most tests forcreativity require most theoreticians). Below are threeexamples to generate manvandunusualhypothbses. tests, and someproductionideas for of standarditems from these - each.

Test Items round) and is told a concept(e.g., short, big, 1. The child is that displaythat asked to name as manyobjects as he can characteristic. novel uses of one asked to think upvarious, and 2. The child is write on, o (e.g., use a pieceof paper, to given object basketball, to cleanup.) make a paperglider, to use as a ? is asked to shown .an ambiguOusline drawing and 3. The child is design makes himthink of. name alltheobjects that the creative (defined those childrenwho,are considered In general, displayed thefollowing character- by their score onthese tests) istics: a-crazy idea. to take achance, to risk a. They were willing worried aboutmaking an,eTror. b. they were less the creativitysegments therefore followthat in some of It would who react to acreative ideashould that.we do produce,the characters Furthermore, otherswho'are worried be reinforcingand supportive. Big Bird orGrover) possibility'of making amistake (e.g., about the error andthen be reinforced should be encouragedto risk making an good...). for their creativeidea (if.it is

Some Suggestions: these cativity segments?. What, should bethe content of commitment from our of the season andwithout a firm At this stage curriculum area tocurrent relate this potential funders, we should deal with it at all. curriculum areas,if we decide to

0* e"`.84"' (3e crating & Evaluating Explanations & S utiens) - Self (Resew i Memo -.Lewis Bernstein 2/4/

Problem Solving

Creativity

Working definition: This concept is related to the current 'Sesame Street instructional go-1of reasoning and problem-solving. It is defined by most psychologists as a processskill, iergenerating ideas possible solutions: that is, the production of alternative to solve a problem. The child who uses 'the knowledgehe hasleamed and applies it in auniqudandinstruetive way is- calledcreative ;(what is meant by "unique" or "constructive"remains undefined by. most thcoretidians). Most tests for creativityrequire the child to generate many- andunusuzi.'hypothes. Below arc three examples of standard items from these tests,apd some production ideasfor each.'

TestItemsr zss (e.g., short, big, round) a d is 1. The child is told a concept asked to name as many objects ashe can that display th t characteristic. various and novel uses of one 2. The child is asked to think up given object (e.g., ,use a piece of paper,to write on, to make a' paper glider, to use as abasketball, to clean up.).

line drawing and is asked to 3. The child is shown an ambiguouS name all the objectsthat the design makes himthink of.

In general, those childrenwho ate considered creative(defined by their score on these tests)displayed the following characteristics: . chance, to risk a crazy idea. a. 'They were willing to take a

b. They were less worried about making an error. Segme It would. therefore followthat in some of the creativity ould that we do produce, the characters'who react to a creative idea ried be reinforcing and'supportive. Furthermore, others who ar about the possibility of making amistake 4e.g., Big. Bird orGrover) should be encouraged to risk.making an errorand then be reinforced for their creative idea .(if itis. good...).

Some Suggestions:

What should be the contentof these. creativity segment's? , from our At this stage of the season andwithout a firm commitment current funders, we should relate thispotential curriculum area to curriculum areas, if we decide todeal with it at

2C Problem.Solving Creativity (cont.)

Por 'Example: concept, the child(or muppet, or 1. Given a relational home demonstrates (ornarrates) for the street character) the character- viewer those differentobjects that display Example of a bit: istics of the concept.

Concept: ROUND

a. round whitecircle; cut

b. .round whitewheel; cut

I , cut c. round white .balloon; basketball; cut d. round white

cut Q. round white donut; how-were they allalike?" Blank. Audio: Adult narrator: "OK, voices; "ROUND". Show all of theobjects - children's Narrator: "Right" white" One child's voice:"They were all Everyone (kids) giggle "Yon're right, too" Narrator: (pegrudgingly): One child's voice:giggle

machine, a body part, _,-1Riven an object,(e.g.,.a tool, or letter, a number, asight card, a a/plant, an animal, a and elicit geometric form, etc.)demonstrate; visualize, think up varied usesof that object. the child at home to

ExampAc of abit:

Object: HAMMER

.Narrator:; "What canyou do withthiSr Visual: Hammer- Silence Audioll Kids' voices -"HaMmer'a nail" audio - *e hearpolite Visual: Show theaction while in whispers of respect(buzzing) good; what else" A 'Narrator: "Very oeb Blank screen something with the hammerinto. One kid's voice -"Knock something else andmake a'statUe.,.." chihel Visual: Showsculptor's hand with a Audio: orC buzzingand a littleapplaUse Narrator:"Excellgnt" Kid's voice:"Ahem.." Nairator: "Yes.." that you 'can dowith a hammer." Kid: "I knowsomething else 2 7

- I .;;;;;.7 Problem SolvingCreativity cont.)

Narrator: "oh?" when it's windy.': Kid: "Yeah, hold papersdown with it Visual: Show action Audio: Silence andthen applause...

The program segMent Given an ambiguousfigure. or object. 3. varied inter- will attempt toelicit'the child's novel and pretations,of the presentedobject. These interpretations . , should be reinforced.

Examples of some bits usedin the past are:

Drawing Camel Girl with a, Guitar 'Chicken drawing street could Anothe'r way to presentthis sub-goal on the be:

Door to Door .AMSalesman Knocks on Ernie's doo to show you.. AM Salesman: "hi,'tfiere. ,I'v-egot something (shows it) Ernie; "What is it?" and names 'AM Salesman: "Figueitout." describes features the price. Ernie: "I know what itis...don't tell Me..." PotatO peeler Use it to sharpencarrots Use it to sharpenpencils To file doWn thecount's teeth To take paintoff'old cans." AM Salesman: "No,ph." Ernie continues recitation ... muttering, "Gee, I almostsold AM Salesman walks away, valuable it was. this here potato peeler,I never'knew how Ernie: laughs

s - sr, . Creativity

The following guidelines arebased upon the assumption Creativity, that creativity cannot bet=aught didactically. which stresses the rangeand flexibility a cognitive process can at best of thought and actionavailable to an indiv::.dua medium by resenting only be stimulated viathe television solutions. alternate ways of viewingobjots, situations and which might stimulate We have thereforeoutlined a few, approa&hes divergent range of the child's' naturalcuriosity by Modeling a The objective'of the styles of looking, thinkingand acting. which examples below is to illustrate asubset' of these styles may stimulate' theviewers to think creatively.

Suggested Anproaches:

A. Spur the child's imaginationby showing creative people doing creative things.

'Guests' need not be celebrities,but can he drawn from the c-o:;tmlinity at large. There are several areas which would lend themselves to this typeof treatment: be 1. Science - Show how basic elements can pimbined.to create. new things, e.g.,-sodium & cloitide ---salt.,

recognizable 2. Art Show a sculptor creating objects,-e.g., a duck,a baseball bat,a'bust of Big. bird - from a ballof clay.

potter's wheel 3. Crafts t- Show 'someone_ using a to make a howl or_otherceramic items. Might also show how popciclesticks can be glued tpgether to he baskets,jewelty boxes, etc.

B. Show the child that there areinfinite possibilities .opened to him or her by:

customs of other 1. Focusing upon the practices and cultures (see DifferingPerspectives).

given problem 2. Showing multiple solutions to a (see Reasoning and ProblemSolving - inferring

consequent events.) ,

have beeh created 3. Showing that a given event may by multiple causes (seeReasoning 'nd Problem Solving- inferring antecedent events.) I Creativity Cuidolines

of a given object. 4. Showing multiple uses

Example: A stick can beused as:

a. a baseballbat b. an`imaginary rifle c. a magic wand d. a pry bar broom c. the handle of a a

The underlyingobject* of each'illustration is to show childrenthatthey need not be constrained by-estalishedco:Iventions.

C. Create sezili',cnts r.tress-nov9V.,sohAljolls. some We .recognize thatthis is already done to extent on the show. Hoviever, hopefully we can children begin a r.or'e consciousattempt to encourage of interadtingwith to explo) ;e newand different waya their envircylment. yoihnger 1n older, childis home alone with'a Exaiple: flown, up sibling who is cryingbecause a gnat has this problem his or hernase The older child solves under the youne sibling's by holdi a boA,of pepper the gnat: out. nose whichc.;:iuesti-im/iwr to sneeze

creativity, In developing segmentsdesi fled to stimulate focus upon situationswhich are it is essential that we probability of cap_ activity oriented andthereby have, a high preschoolers' attention.,Although segments turing and stlstaining intervals, Gattegno shodld generally be limitedto 2-3 minute sufficiently (1969) reminds us thatif children's interests are long as needed tosatisfy aroused, "their spanof attention is as their interest."*

Culture. (1,18w York, 1969); *Caleb Gattegno,Towards,a Visual page. 81. =

Problem f7olving

instantaneouslY; let childattempt' ProbJornstie not Solved about it, return toproblem, problem, getrustrated, go away, think consider another solution, getangry, give up, returnagain.

Build 'up frustration level. Even after manyfruitless att6mpts, there isstill an answer: call anolder brother or parent.

Serialize problems,returning at intervals: Big Bird tries to open a package.with his feet, by blowing on it, bydropping it, kicking it, etc. (As in "Prepziring dinner whileSusan is out" - Show. & - keep returning to problem, eachsegment ending in frustration, each new one beginningwith hope: "I'll try again.")

Suggested Problems:

flow to "use the telephone(dialing operator) party. now to sit a Teddy Becrupright in a chair for a tea let him (Tic him dcwn, push tableand chair closer together, stand oh chair, put heavybook in his lap.)

llow to. get wobbly leg oftable to stop wobbling. (Try putting telephone book ontop of table overwobbling of cereal leg - which lifts up Otherlegs: try putting box soapunder- undneath leg leg crushcs box; try putting leg into a. i..up; eventually neath le j slip away; ,try putting use folded, piece of pac.:ror something elseappropriate.

\ Now to stop a noisy leaky dripping - Put a banana up the faucet;put a pot under the -irtcnsifies soune:'-put a wash ragunder dripping: putchewing gur\up spout; turn up radio;leave room.)

far to reach, Howt\ get a, ball under the bed when it's too and th cd is too low to crawlunder. , book at it; blowing it; (Try eaching with a shoe; throwing a calling itvtal5ing rolling another hail- atit; hopping on the bed; rulers together; getting abroom. putting two ' - Classic ageintelligenCe test: creatively sticks together toform. longer stick.)

. t7 (C.'- satiny N fions & Solutions) - Self

Problem Sol vi nt;

r picture of ttoughts form (balloon overhead) show In cartoon then tries, re)ets. attempts: to solveproblem whieh.character or that one-..conceptualizati n Another balloonthought; he tries f solutions. particular prolatm anworking Be specificin identifying one at it.

Example: 'do you use butter°and jellysandwich: "What Making a peanut .A knife or aspoon the pr:anutbutter` and jelly? to 9,,* out get it offthe spoon. to get it outand a fork to butter and jellyjars. Put the breadinside the peanut and jelly andmix themtogether: Take cut somepeanut butter 4 in a spoonful of jelly, aspoonful of Take a bite ofbread, eat a peanut butter.

to,encourage . problems withmultiple solutions Choose versatile which inhibitfurther' creativity - avoidrigirt/wrong sets while. to be " org" oncein a responses; allowSus 1n and Go:I:don . 1;11;___ (Generating &'evaluating-UXpl4naC .41.000. Solutions) - Self , & ci

Ala

Problem Solving explenations andsdlutions, curioS'ity and generate To encourage confrontation. portray problemswith unavoidable Mr. Hooper'sleg - what Milk drippingoff table onto box of,sugarand There are abook, cookies,'a causes it? Check eachitem of milk onthe table. a container upward' from Mr.Hooperrs out, thenfollow the trail leg to theleaky,container. is Ernie's head..in.bis apartment - Water dripping on just wet? insidethe room? Is his hair there.a cloud How to-find Is someonewatering flowers? Is it rain?' Susan's apartment -Ahal. out - followit Upstairs to The; sink isOverflowing. thUmp - lies Child in bed atnigAt hears-strange thump, out? monsters. How to find there beingscared ir.agining investigate,discover unclved Wakes upbrotherethy close. door. dobr banging. Soluon: check if - yellat it, patit nicely, TV doesn't.work with antennaand knobs. it.'p pluggedin, experiment o systematic certain typesof problems a Whenpresented with necessary to findthe solution. method of realitytesting is appliance does notwork, first Ex. -.When anelectrical wrong(generating the thingsthat could be think of all systematiCally explanations). andthentesteach.one (evalbatingexplanations).

in? a. Is'it plugged b. Is it turnedon? working? C. Are otherappliances Did you blowa fuse? 4. appliances working? e. Areyour-neighbors'

problems include: Other similartypes of is out offocus. 1. TV picture freezer hasmelted.' 2. Ice cream in coming out of tap. 3. No water is not incloset. A.Favorite dress Generating &Evaluating ExplatlatiC7. Self &Solutions)

Problem Solvthq Example: Counter man putssmaller shopping fohis mother. it, but Child goeS bag. *Mildtries to carry bags of itemsin one h ge it's too heavy,he can I can't carryit horn. Wt at am.Igoing to do? , Child A:

Child 13: Get a wagon

I.don't haVe a wagon

C Get your mother

A She's sick Let's all helpcarry it 11_ large bag, but,can't). (They struggleto carry bags out ofthe big bag Let's take.allthe little I know. of the littlebags. and we Canall carry some

task successfully) l(They accomplish

ft . . S. 044.... Explanations (Generating &Evaluating & Solutions) -Self

Problcm Solving solutions: which-require childto generate AdditionAl examplesof problems

what can bedone about it? 1, A toy Isbroken a. fix it b. buy a new one to use thetoy c. find'a new way All solutions solutionit to aproblem - when Show multiple best.. are correctbut one, is might lead toludicroup Avoid over --generalizationsthat 3. . consequendes.

4: Getting toa-goal: - get you togoal paths thatwill or won't a. figure out point. and disadvantagesof each b. evaluate advantages

. . certain playground best way toget to a Example: Which is ,the or street? to him - somethAng th"atdoesn't belong S. Child finds -what shouldhe do:A7 too small toreach ihe What do youdo if.you are 6. shelf, etc.) sink? (cooki?,jar,_top pick you up- , a. have someone b. try toclimb up the box? box; (wherewould you get c.'stand on a stand on?) box would bestrong enough to fr. what kind of 6 be sure thatthe best . presenting problemsof this sort, (Notes When for thechild.) solution is alsothe safest one

derived byobserving animals; Some solutionscan be

. . He sees acat climbing climb tree;fails. 1. Man tries to climbs. pole-climbers'gaffs and a tree. He puts on through oneach step.° walk on snow,but sinks 2. Man tries to He makes webbed feetwalking across snow. He seesduck with snowshoes. He sees agiraffe reach highapple in tree. 3. Man tries to is used in asupermarket. a graspingpole such as eating. He gets Aan puts on` swimfins; swim, sees.luck's foot. 4. the man tries to (Generating &EvaluAing Self .&Solutions) -

Problem Solving r. solutions: best of two ormoreviable Selecting th9

examples, two ormorequite In each'ofthe folloing achieve the sameoutcome. used to is to- procedures are analogous processes different twofunctionally The, objecto!: wing similarities anddifferences. motivate acomparison'of their . highly elaborate Someoneconstructs a far -iklitterSivachine. equivalent to apushbroom, but cleaning device,functionally then show oneperson You could other uses a lessefficient. while the streets withLhelkitter.machine, ,tine, youcould flash, After a givenperiod cif would pushbroom. litter,machine in whichpersonwith back to screen pushbroom,having whilePerson with bestill-working be napping. finished,, would -foot rod totry Ralph & Wallyuse a six - Anail driver.. better,they'use Oil inaswall. To aim it the to drive a To .holdthe rod and of pipe as asheath. But toassemble a section elaboratescaffold. sheath; they'plea an several nails. Problem: they needto drive produces the scaffold, gonchalantly, one the what to useto drive S'et.aside thehammer, the scaffold, They build nail. . :a hammer. apparatus todriVe the .and .usetheir elaborate broken. of two doorhinges is The upper hingetogether -Tfle.hman hinge. two partsof the holUing the elbow will serveas The rod for discovers his A character oS is missing. torelieve the first .A secondcharacter wants he proposes a hinge. substitutes abook, which task., and inte'restedin.the tHe tiring The firstbecomes attach withnails. the missinghinge to of thenails for book,.substitute,one avtay happily,reading. rod, andwalks

1 :a. - be .ir' iLMOIlUMW

Nr: m7rEcTivt SITS SOME STRATEGTESFOR SOCIAL AND

Pro-Social Showing that talkingabout feelings feelings verbally: I. Expression of is possible,desitable

Showing how toexpressJgertain feelings (behavioral): 2. Expression of anti-social feelings(eg. Anger)

i nteract a Vays:to enter_groups-and 3. Pro-social: .Dealings with difficultinter- skills: 4. Interpersonal coping _ Torsi:3nel situations.

II. Competence Acquiring a skill tobe proud of. 5. Building_a competence:

III. Individual

A. General Television charactergives.'viewer. 6t. Individual attention: "attention"

,A televisioncharacter with whom 7. Identification: the child canidentify is' shown competent, etc; or as beautiful, as havingnormal difficulties, feelings, and livingwith them. -

I Cognitive/e.n.otlf.onal, The child seesthat he can pay feelings: 8. Awareness of attention to howhe feels

his f:) The child learnsto observe Awareness ofbehavior: of his 9. ownabilities, to be aware resources. . capabilities and

C. Cognitive Specific messagesabout the way nOrmal 10. Messages: the world "works,"what is ietc.

;Labelling orfeelings 11. Labelling: Itauses of feelings areshc-m. 12: Casual 1:ea:ioning: Harvard Eh for.Research inChildrel's Television, fPrect,ntf.d by 1tar Lirker, Cilnter forAffcct, Meetieg.-3/5/74). -3 7 14. II .1 .,,, ° . . 111111164. .11...111.441.41.;::.illo. ea..= ft6...a.11166.1.:11...... ,1:,:iWi Et if

Emotions--..Anger

format. presented this goalvia a conflict-resolution Traditionally, we have emotional reaction of angerwithin a This has enabled us toclearly label the antecedent causes andConseVent effects. given contextualsetting displaying

Additional format approachesalso seem viable:. narrator present's Present a blankvisual, while avoice -over Approach ftl: character's anger. Ask description of theeventS-thathave led to a a brief character will do. Then fade -in on the the home viewers topredict what the Ernie: "I'm angry-and you action which is theresolution of the bit, know what.I'm gonnado . ." possible resolutions: Resolution: Choose one of several illustrate theverbal Verbal release of anger -with 'Visual acts to 1. clobk ticking "I feel angry -like there's an alarm monologue, eg: stick of dynamiteinside me inside me,ready tbring, like there's a _ready to explode(cut to-fuse, etc.) to 20, say thealphabet, build some- Physical release: pusi-ups, count 2. constructive in a burstof energy, finishsomething thing, do something

Just instead plan w:lat todo;, warn someone or 3:- Don't do anything - accept it silently. slides to set We can also present abrief series of shots or Approach ;i2: anilthen focus on theresoltition. Eg. up a situationwhich displays anger,

his cookies Ia) Bert gathering

b) Bert leaves the room underneath with his hand onthe cookies. c) Ernie comes up from (open-mouthed) andSees Ernie d) Bert re- enters f . t "Ok, chief,What do youthink happened?" Pade-in, two anythingmuppets: Ernie was eating hiscookies and gotangry." Answer: "Bert discovered "'Yeah, so you think Bertis the one who , . . e) Slide: Bert is angry. etc. yup . . . it's gotta be Bert,"

Some AngerSituations to Consider; cookies, books, garbagesent_ Eg, takingsr-scone's toys 1. Injustir7.1: without asking. Clothe:Aim,favoriteiblanket bormwing 4 . wie .1' .1.0.40 1144 ...e.riN44,164,4...04. 4. ' + .1... V .

.ID

. . cont'd .S.ituatimn . . Some Anger . up of someoneyou depend Disappointment atthe hands 2. ,thebaSeball, (you forgotto bring forgetfulness said youwould' Such aslatenebs,.or promised me,the present.you the pair ofsneakers you bring . . .) 4Tha Resolutions "I'll tell (and-therefore angry. Might focus onthepersondisappointed him.") him what Ithink of forgetful ("Oh, noIforgot. who waslate or on theperson Bring apresent?") Might focus "what shouldI do? must seehim." or, . :%.11;. "ow &Ara: Self

Emotions - ?ear presentation should beconsideredoin the of thefactors which Below areoutlined some of fearsegments:

Some generalreminders: . levels there are 'and at all age highly unpredictable stimulus fears are eusceptibiliZy to fear. The same Childhood differences in completely un- markedindividual child but leaveanother frightening. to one particular stimulus may beextremely much disturbedby a Moreover, achild may be important,- a perturbed. attention to itin another.'--Mast situation but pay no fear all stimuli, in one .and begin.lto disturbed by oneparticular stimulus child may Le which aresimilar. to focusless presentation offear segments seemsadvisable in our concommitments ,ctfear and It therefore fear and moreon thebehavioral on thesources of fear. ways ofdealing with Q with fear are: behaviors that areoften associated Some standard parents or otheradults, trembling, clinging to apPealing for support. Crying, cringing,cowering, fear, protesting,denying one4s frozenimmobility;

:' 'Technieuen foreliminatinc fear indicates that torJITICb.a child's principle Briefly, thiS monster, etc.)one should 1. Extinction: Objedt(e.g a rat, a candy fear pf aspecific object (such as repeatedly presenta pleagapt simultaneously, and together with.thefearful child orcharacter) direct, or ahappy, unafraid principle wouldindicate. the classically this there is object. Although the child, such pairings to that if wemodel non-mediatedpresentation'of theory) to believe , evidence (frommodeling stimuli to- reaSonable minorfear-inducing the pairingof some to display via television the viewingchild may begin gether with-apleasant stimulus, feared. This reactions to theobject.he previously more positive indicate that wecould present; therefore would technique ghosts, stimulus (e.g.:,darkness, dreams, A minorfear-inducing etc.).* A. machines,people, costumes; Monsters, novelgames, cowering Oscar, aclinging who displaysfear (e.g.,.a B. A model of a shadow ) child, BigBird afraid supportive, en- unafraid, models yho arepleasant, with- C. A model or explanationtogether through verbal assist' %. cobraging;'and, .who themselves alack of fear or demonstrate their actions, inhibit hisfears. the fearfulcharacter to effectitie his fear,it would be very fearful model.overcomes monster) orthe po- After the (e.g., Note: fear-indecig model behavior to haveeit.::er hild'sn)vel'nonfea:Tul reinforce the w,o's notafraid of me ,' nitivemodel you're theon.7.y. person monster: "I like you; '1; Emotions - Fear (cont'd)

*.The choice of fear stimuli is extremely important., *Some fear stimuli (e.g., fear of dogs, snakes, knives, guns, lire, etc.) are extremely functional and no attempt should be made to eliminate them on nation- wide television.)

0 41 ,.0. . . . , MZ. /04; 01.1441

Emotions --_Fear

in which theprimary focus specific situations list comprisessome The following of fear. should be uponthe resolution Big Bird isafraid his unreasonable fear orphobia them, etc. A muppetwith an that treeswill fall on 1. fall out; someoneis afraid need to beafraid., feathers pill street explapsthat he has no One of thechildren on the 4 first time, amerrygoroundfor the something new -getting on getting aharicu.t, 2. Fear of doing 'somebody new, for thefirst time, meeting aninjection from eating a papaya the firsttime, receiving going to thedentist/doctor for etc, a doctoror nurse, he is afraid nest for theweekend, but to visithis brother's his friends every 3. Big Bird wants he's 'gone. He calls will forgethim whi)e consequently his friends weekend, Worriesincessantly, ,sends'pestc4r0.7, all everything isstill the same, five mivates, back tofind,that has a horribletime; but comes friends, etc. he stillhas the sae

she won't comeback. shopping and youare afraid 4. Your mother goes in bad trouble. and you'reafraid- you're getting homefor supper 5. You're late a find lost andlearning how to meeting someoneelse who's 6.' Getting lost - or you wayhome.

thunder andlightning. 7. Fear of

4 2 ' sr*. tr IOU& 0,1 Z10114:44:11.&24,11%.4 ,

..7 Coping WithFailure but rather . suggestion,.

. not notebook I parameters are in developingthe Thet:111lowing affect which shouldbe considered analysis of someaspects an above goalarea.

approach tothe situation The which approaches tosituations typical child these approacheS Listedbe:ovare some sqceess. Some of chance forfailure or hesitance about oifer the display anmIlivalence or confidence; some responses or awillingness reflect negative othersreflect in approaching thesituation; for children Onedifficult problem inabilitiy to to "Copout." skill, an the lackof evaluative to it. As a re-. suchsituationsis deciding howto react situation before size up a blindly intofailure. children walk sult, many

ConfidentaoProachns: can't doit. It's mything; you I'll tryagain. I can doit. Approz,,chs: Ambiw:lent or.Hesitant . thisbefore. never done but thatdoesn't .1 don'tknow - I've it scares me, done thishdfo(re and I've .never mean Ican't doit. I didthat alreay. You doit. Not now. not today). do that anyday ,(but I can doesn't dothat. (Sister) My brother that. My parentswon't like That's nogood anyway. be fun. That wouldn't

(applied toavoid.the-challenge_!): Bribery it for me. friend if youdon't do won't be your me. I friend if youdo it for I will beyour

Cop-Outs! grow up. I'll doit when I I can't). You\shouldn't dothat (because ram toolittle.

A Cop-Out: Sophisticated The P

I mightget hurt.. I'll get myclothyl: dirty. do thingslike thlt. Girls don't like that. Boys don'tdo things failure (cont.) The ChildCan Pace

is oftenlargely, response tothat failure When a childfails, his dependent noonwhether: judged that hefailed. 1. Someone else task or attempt. decided that hefailed at the 2. He himself

situations: oft-used responseto failure Pelow else dec:+dos voufailed: 1. when sen-cne who decidedthat you failed judnant andask the person -question the else's pointof view - getsr_,lepnc consider why, andresume work blew it and then - acceptthe fact that you on thesituation again. include: Lessconstructive respentef; seeks attentionand syMpathy) (hiving C;iven upthe child now -begin to cry

wit stamping of feetand tantrums) (usually with, - defythe jud%nent

-ignorethe-judgr.lent other childrenand animals, frustration - badlanguagc,abusc of display - fault!" screams of,"It's not my it without any realunderstanding of situation -tolerate the

-feel revengeful hopes tl'nttheir judgment who made thejuogment, in the -butter up the one will changefor the better. a

Cc) failed; child himselfdecides he 2. When the having.re- reapproach thesituation after recognie'thefailure and evaluated it them and ways ofdealing with similar situations -think of other the situation;decidewhat,needs methods usedin dealing'w).th -analyze the changing andwhat wassuccessful

different a.2proach 4 - Lzya-rompletcly - .:41! '.....00.0.0.4;,46-

OW.jw

he failed(cont'd) When the childhimself decides

refuse to give up - seekassistance of past successes - think realizing that weall 'failsometimes. -.accept failure,

3. A. Suggestion likely to causeconflict between and also least de- Of most vtlueto the child child himself failuro situationsin which the the child andparent are this area first. Perhaps we shoulddeal with cides he failed. fallurebecause ofwhat he is: the child is 'anautomatic Stereetvnes (PuertoAlican) .(abird) because you're(black) -You're a failure because you're agirl failure at baseball(in advance!) --You're dubbed a betause you're aboy). (oi a failureat double-dutch practice-wouldhelp: The failuresituation where

remeelbering phor:enumbers -practice in 1.1 coord!.nation -practice in motor do remembering what youwere told to practice in salt) on your amount of kechup (mustard, practice inputting the right fooc:

practice tellingtime popsicle on thestick -practicekeeping your learning how tosing -practice expectations- dcesn't"live up toadult or peer where the child The Situation fork when he shouldhave used the - usedthe spoon improperly' for anoccasion .-dressed

lunch, gloves,bathing suit. -forgot your

-got caughtstealing

sh,;pping list - lost.money 02:

4 %.) . . " Nal 4.14.*444:4_, 4,414%444l.Ina.*44 t : J e"1.

. Cont'd.' where thechild . . The Situation and yo Struck. out l'ou to. Winthe ball game --yoprfriends e%pected

- youwerechicen. causefailure: where Parentsor peers SituationS S

. by parent's child embarzc - school, fillyour money, pickyou up at iot: to'giveyou lunch. -mother for thermos fullof milk the others look ordress like - yourparents don't can't stopcrying, can't ,self:inge: to live upto his own -child fails run faste?,ough, etc., himselfin.school, acts asti:rma (wets brothcr orsi5A:er hecemos - yourow-n "dumb") won't listen attention, peers get his .:othdr's -child can't join in agame - .toolittle to chosen lastfor something -child is lunchbox - parents, atoy, a permission from doesn't have money, -child which otherchildren have Age is aProblem: SituatiOns Where such asfeeding or responsibilities not old enoughto begiven and sisters, -Child not late asolder brothers dog, stayingup as Walking the alone,.etc. allowed to goto thestore laughs at ajoke everyone of theadult world: laughing at you. -Theincomprehensibility you assumethey are you don'tunderstand, Due toAac: Physical-Ptioblems clothes. being unableto button spilling milk, within thelines lack ofmOtor coordination:candy,..use a spoonand fork, stay braid oftoothpaste,. and tieshoes, unwrap use theright amount zip.up clothes, (climbing trees,etc.). when coloting, endeavors hair, g,,,mesandathletic your own cooperate.. seekassistance or heavy to carry. Solution: the top of apeanut- -Packages too s4ficient-to'remove Lack ofstrength with others.. butter j..: 4C . , ;4%*.411;.: 4,U ..11.41. .w .L. 14 .1

to Ager(cont'd). Problems Due to'see the parade. Physical too short reach a counteror shelf, short! Un-:,ble to - Too example. oneself,:for one's body -wetting - Poorcontrol over Felp: Where'Experience will .- Situations etc.' father's Day,birthdays, .-,Selectinggifts

R6'citing before agroup

Embarracr:Int: bathroom. you intothe wrong Inability toread leads

. .

.47 .9 '%. a:104.1 1...../...ralitak.:41111.40 U.1..

ENTRY INTOA GROUP entryinto a coping withloneliness, situationsinvolving PosSiblesocial group: jacks basketball, Joining games -baseball, A. block the newkid on the B. 'Being andigoes offto rejected alternatives - achild is. Portraying himself. C. ball, orcards by play' blocks, Bird, soBB: to playwith Big Everyone istoo busy

dreams -imagines, lonely kid finds another peri:on - time with alonely older (then everyone -spends some himself -shooting hoops basketball by -plays around topi'ay with hhn). else comes' withthis appr9Ach. stressself-sufficiency J It isimportant to Ncte: child onthe block. white chid/Spanish onlygirl/boy, D. Being the isolated bypeers, e.g:, E. Being other kidspair up. is leftout when kid walks - Thechild who when another grouptelling secrets miserable. Ex.:Kids in The otherkid looks Kids stoptalking. by otherkids. by. to play, orbeing shunned - Notbeing asked

Solutions: how to makefriends develop somekind of - Learn be picked, are. thelast one to - If you be.valued byothers. skills will his/herpositive skill that beingisolated, i- If kid isconstantly should beemphasized.

48 . . . ,.. '...646,1.4...... 4 16V.. Self(Etotibils)-

Om. Areas Writers' Notes -Affett Goal Additional

Croup Skills forEntering a and watching 1. Standing close with a memberof the group 2. Making friends join 3. Asking to contribute Sharing whatyou can -4. inventing a newrOle). (e.g., by group process 5. Contributil:g to

6. Parallel play

Coping withFailure Successes recallprevious 0 1. The child can future as abasis forimagining useprevious successes -The child can .'goals' imagineA.goal 2. The child. can towards agoal initiateaction -The child can the face ofobstacles by: can,persist in 3. The child help -asking for approacfleS -tryingalternative them) (andplanning for anticipatingobstacles - to reach agoal progressin trying canperceive his 4. The child (.! successesby himself canidentify his 5. The child

Harvard U. in Children'sTelevision, Lasker, Center17or Pesearell I(Presented '.7/y 3/25/74). forAffect Meet_ng 49 thriiegaa10.16 Of So.. 341 :44.6.1tag AP0'.1.. ii . Or*: 1.11 1

Affect coalArca Tentative gratification. ability todelay candevelop the The child forward toChristmas, side; looking looking tal,:e ternson the to the zoo, A. Wait to totake a trip birthdays,visits;-waiting being older. forward' to Namath - program -like Joe to the arrive beforethe apromised quest but does B._ Maybe when heis expected, doesn't appear (stolen fromMisterrogers!): end of theprogram jacks whilewaiting time. --playing filling thewaiting Emphasize C. etc. fordinnerti!ae, for a future necessaryto work it issometimes Show thechild that D. buildsomething or goal. sticks to spending saving enoughpopsicle object ratherthan Ex. - pennies for aspecial saving comes. eachpenny as it Ex.: Childhas just must waitforattention. the child it'tohii"er mother. E. Sometimes wait to shoW, colored a pagebut must

50 41. ... .6.4.44411.4164146104. .44. alb .11.416., N. 61.4 11,40.111. ...rs

REMINDER

Emotions be placed on emphasis should conflict, emotions whichinvolve Whenpresenting development. not solelyupon plot theresolution and or . e I . , : o; ? .i.,) ...,,,,. 4,,,o,a,.., ...... ;...:.: 1...... ;..:... o.oroilio:o.o..4.!tooto- .:-. o.4.1%...... Q.ii40000lroo::, 1.0. 4.1.7.....:L.....76...... g.....1.,......

Social and Affective Excerpts fiom"Television for the submitted to Development of YoungChildren", 14 proposal

by the Children's the NationalInstitute of Education Center for Research Television Workshopand the Harvard

1974 in Children'sTelevision, April 20,

identify the topicof self-esteem ....These criterialed us first to Self-esteem is a topicwhich has clear as apotentially appropriateissue. been cited by experts as an emotional and socialaspects. It has long child and is. a subjectwhich is deeply important topic forthe low-income effectivelynfrom the home tothe related to thechild's ability to move devdlopmcnt- -Furthermore, we believe,thatit is a topic school environment.

for four year. olds. allyappropri t obvious potentialchoice for the proposed While'se-esteem emerged as an It can relate to amultitude project, the top c isparticularly nebulous. Furthermore, there canbe substan- of abilities, skiis and competencies. go-altopic is so broad...twotopic areast tial problems of mesurement if the (1) the child canface failure without emerged as clear pssibilities: into, and maintainhis membership collapSing, and2) the child can enter

within social grouos; the development ofself-esteem. Both issues areclosely related to of confidence is morelikely to The child with strongself-image and sense child with without collapsing. Similarly, a be able to copewith failure maintain his presence is more apt to beable to enter and high self-esteem who manage to facefailure without in social groups. Conversely, children groups are likely toincrease collapsing and to interactsuccessfully within of These tub issuese.so.have the advantage thir pos. tive self- concepts.. To involved can 1aclearly specifiel. /being conercte: specific behaviors . - . : .t.u...1. . -2- .

and amenable toproduCtion. that extent, .they arepotentially measurable important to the inner-city BoCh issues have beenidentified as problems environment. They are, relatively child and his cnt :anceinto the school appeal in several typesof cultural' noncontroversial andwould have a broad

settings within theUnited States.

Issue 1: Pacing Failure development of a "senseof competence" White (1959) hasargued that.the develont of a healthykrsonality. This is a centralcomponent in-the the child is free toexplore his k, sense ofper?.onal'ability emerges When variety of prOblems(Winterbottom, environment and toattempt mastery of a practices appear to beassociated with-the 1952). Particular chil,drearing and competence;these styles stress early developmc..lt of asense of mastery to be of the child'sinitiative and attempts parental support and approval 1959; Winterbottom,1958; Siss and' indcpcnacnt (cf. Rosenand D'Andrade, Codvbrtely, childrenin homes with Wittenborn, 1962; and Chance,1961). reduced opportunitiesfor independent restrictive parentalstyles may have feelings tfiat they arenot the principal exploratorybehavior and develop

controlling agent intheir environment. inner-city minoritychildren Coleman et al.(1966)-showed that when by outside, externalforces, their. *felt that theirbehavior was controlled early as the firstgrade. academic performancein schobl suffered as self 'as 'an agentcontrolling his Apparently, the childwith a sense of h ively in the potentiallycompetitive 'environment is more aptto adapt effec

and new environmentof school. performance ofehildren-with'an internal The reasons forthe superior Shown somewhat speculative. Early studies have sense of controlare still for frustration are moreapt to that chi.12::er.with a lc: tolerance . . roW41 . . Au: t: 110,.

(Barker, licit-Lb° andLevin, show regression in theface of obstacles revert to aggression w en that some preschoolers Other studies suggest A Preschoolers who spnd more frustrated on simple tasks(McCandless, 1955). attempts also tend tobeless time in play related to active mastery (Crandall, Preston, andIkbon, 1960.) dependent on others foremotional support apt to try alternative When such children meetobstacles they are more activities on their own, approaches to problem-solvingand to initiate of success less Furthermore, they tend tolook to thers for definitions and Tyler, 19G2.) often than using their ownstandards "(Tyler), Rafferty he Eissociated withthe capacity to Clearly these ablitics are likely to resist regression,loss of temper, cope withfailure. A child who can" when he eneminters and att:mptalternative solutions behave4 independently k obst,pcles is more apt tosucceed in the long run. in their abilities to .-1Many .studies havesho;an that' young children vary )&_ 4111%. 1960.) Childrenwith perLst dt tasks (e.g., CraadalLrestony and Rabon, 4' capable ofcalling upon previous "external locusof.4trol"may be less _ . .

. . . They appear to give imag6s of suceesto alclieM in persisting at a task. C . . solutions:are close athand, or to continue when successful :z up prematurely . t . that a particularapproach to a-Ns obstinately when ithas becpae clear

. appropriate levels ofpersistance probrem _is notsucceeding. In both cases, discriminate progress toward agoal. appear to_berelatedtq'the'abi./ity to risk- Mtempts'at,mstery also appeartobe'assodiated-with distinctive . P . , have reportedAbstantial variatio:; 'taking styles._Goldtham:and. Shipman (1972) childjen. Risk-%pkingbehavior in the risk-tAkingbehavior of young to-beassocied'with the developmentof the achieve.,e:ft been widelyrepor-ted . reports-'that variation in bothd.sk-taking styles motive. McClelland (195J3) L:otiverlepsurable as early asfive years. The, chill and /the a- :Seve: . - take Wks, buttheme risks of coping withfailure is willing to most capable . 4 k:046Jity to take risks:is associatea areooften as modorace Z-4 toy AA. .ab,...... ,...... :Aro A .

his ability to intiate action toward the goal. His preference for moderate 9 risks is associated.with this ability to try alternative approaches to

solving the samc problem. Children with a low ability to deal with obstacles

either avoid taking risks at all or will take "wild shots" at problem Solving,

expecting that one lUcky attempt will lead to successful outcomes. Ability

\ n to accurately percee chances of success also appears related to risktaking.

Scars (1964) rei that poorer students in first and second grade have

unre,tlistically high estimates of their own. ability. nigh risk-taking' styles

ere less likely to lead to successful problbrA solving.

Chronic failure mof lead to the devoloi-,ment Of avoidance motives in ,

situations uh:re failure is a possibility. Atkinson (1950) has measured th,.

fear of failure and found it associated w411----triTaariieies to avoid competitive

situation*. Clearly young children with such avoidance motives arc less apt. _ to dD ::c)1 in an P.meriean educational environment which is often keenly

coMpetitive.

There is a growing literature which suggests that observing others deal

with a:iety-laden situations may have a measurable effect on the behavior cf . the observer. Several studies have shown, that conditioned emotional, respons.:s

can 1:e accuired by observers Hatching others deal with aversive stimuli (e.g..

Bandura and Rosenthal, 1966 Berger, 1962). More recent research suggestt

that avoidance behavior can be sign,ificantly reduded by the vicarious

observation of others (Bandura, Grusec, and,Menlove, 1967.) Other studies

have shown that television-can 4sensitize children to the effects-of violence.

(Cline, Croft and Courrier). If the media can desensitize ' children to

violence, can it perform a more socially desirable function in reducing

children's anxieties about coping with obstacles? r5 , , . : : : 7* ; I.: , %`. Zo;.. ::Cob:o.1. LaI..: 111.11101144114. -a ...a .....; = *-410Irmse..... J ...... 11 -4-

his ability tointiat,c action toward the, goal.gAis preference for moderate

-risks, is Alscelated with this ability to tryalternative approaches to

solving tbe s eroblem. children with a low ability to deal with obstacles

either avoid taking risks at all or will take"wild'shots" at problem solving,

expecting t}:t one lucky attempt will lead tosuccessZul outcomes. Ability

; .to accurately perceive chances of successalso appears related to risk - taking,

Sears (1964) reports tbeipoorer students in first andsecond grade have

untealistically high eoti mates of their own ability. High risk-taking styles

are Lens likely 'to lead tosuccessful problem solving.. -a 6 Chronic failuie mty lead to the develoi.mant of avoidancemotivesin

situations wbere failure i4; a po,sibility. Atkinson (1958) has measured the

fear of failure and found it associated withtendencies to avoid competitive C ea sitlettions. Clearly .yoeeg children with such avoidancemotives are less apt

to do well in an Ameriet,n educatinolenvironnt which is':81;ten keenly

co;:l.)cocieive.

There is a growieg literature which suggeststhat observing others deal 0 with anxi "cty laden situations may have a measurableeffect on the behavior of

the observer. Several studies have shown that conditionedemotional responses

(e.g., can 1;c1 acquired byobservers watching others deal with aversive stimuli

Bandura and flosenthal, 1966; Berger,1962). More recent research suggests

that avoidance behavior can besignificantly reduced by the vicarious

observation of others Monaura, Grusec, andMenlove, 1967.) Other studies

have shown that televisiOn candesensitize children to the effects ofviolence

(Cline, Croft and Courrier). If the media can desenitize childrento

desirable function 'ioreaucing violence, can it perform a more socially . anxieties about coping with obstacles? . - _ 4. .4 .4,444,4.4 ..4414.4.t . r 44. 44!4... 4`.4....4. : ."4 44' 4...... 144:4h44 4.4..

Telev,!.ion weAtt,:-!It of r,tilure

A child's sense of personalwoith is built in part on his evaluation

of his capacity to cope with hisenvironment. In the nu.uit of his needs

the young child will inevitably encounterobstacles. The competent child

is more%effectivel.oth in pursuinghis goals and in facing failure if..it

may be the way, should arise. In the last 'analysis, the !:.ey to competence

in which the child deals withobstacles. If they are perceived .as insur-

mountable difficulties, they are apt tooverwhelm the child's aspirations.

To cope more effectivelythe young child must be able to beadaptive in

his imagination thL! Lace of tacle and the propeet of failure, to use

3n cryative perf:istance, and to preventobstacles frci sapping, his deter-

1,ernpectives for a Tho stu.lie:: cited 1)3V(..! suggest several possible

tc.lev;sion tze,ent of f-Dilure. Presentation should foster a greater sense

of internal control on tie partof the chih1, a sense that he is anactive

agent who can [T,:cceSsfullym:,nipulate his environment and satisfyhis

By'with!rtanding frustration withoutregression the child should

mastdry of his be able to.rosist dependencyand be more prO-activ,e in the discriminating in his efforts to environment, 1!e should beceme more

persist with a 1;:lrticunr approach to aproblem, more refined in his

ability to disoriminate his own progressto%-qard a goal, more capable of

defining his ntarA:lar:3 of suc,..:cess, more sophisticated in trying

alternative i..1:proacl.,:!S to the same problem,and more capable of identifying

.;: , his own succwhetherscs, whether or not they arepraised by others. 0 moderate ad his capacity to initiate taki.rig style should become more -0 to be associated activity increa,se.t 1111 of these changes we would expect

with a vnoral in the fer of failure. disa- Finally, if the young childe%perien'ces_feelings of frustNation,

r°, .:hat ho.wants, ho . _ ;11171r.:./st, s:Idnons nt. nct. ° " : . . 4 .....4. 4tiba*42111Z.4.....;; 011414 . 1.4.44. 4..4 04 Ie. ..,44 114 .1" . i...444 ... ,

fly realizingthat not uniqueto him, that theseemotions are understand r encounteringpossible anxieties andconcerns in peoplepeople faceLhey'same equipped topersist. failure, he maybe better

Cntl,ring SocialGroups Xssue-.2: influenced byothers' .will. besubstantially The cWd'simage of himself effectively with successes indealing him. Furthermore, his . .ns to rcac his importantcomponents of groups arclikely to be otherind,ividuals and the child'sability to For thesereasons, images of hisowncompetence. likely to effectivelywithin them,are i l groupsand to operate enter soc worth. chtld's senseof personal determinants ofthe young becontribuing if he choosesis more his abilityto enter groups The childunsure of experience his ownsocial less apt to isolation, and' apt to tendtoward with otherchildren would interactions The abilityto initiate eu9peten,.-c. child facingschool for significant forthe young appear tohe especially interacting encounter thenecessity of In schoolhe will the firsttime. . Others and groupsmayundermine of children. Fears of with.largenuers Specific in the-school environment. hiscapa-e'tty---to--prfo.L-m...... ef_fs,ctiNely roPertoite ofinitiating contact which augmentthe ehild's strategies effectiveness inentering lihcly toincrease his with otherchildren are and hisability to his senseofsocial,compctence, socialinteractions,

the newschoolenvironment. deal with strategics.. alter thesocialinteraction been manyattempts to There have social be-' been made toenhance the Severalttempts_have of youngchildren. differential approaches,employing children...these havior ofisolated . childtcn interaction isreinforced, have shownthat if peer reinforcement, However,these of socialinteraction. display ahigher level will eventu-lly effects on extremesocial to haveless pronounced treatmencs appear 58 . a ....41117 '. .. ***IL .11i4 041.41.1,..7 :

without direcp. that simpleobservation alone Other studieshave shuwn acqUire new patternsof behavior,.. reinforeent canlead children to to if the positiveresponse consequences Additional sf_udiesindicate that material reinforcementfor model the model, such associal praise or . increased on the&serving child are behaviors, in lulled, effects studies, O'Connor(1969) has shown further...Pui2Cing enthese previout with social interactionbetween children, th-it fit depicting active social interaction ciistiing,-Itad to ahigher level of positive co:-,se:juences 'the rates ofsocial isolates. In hiS :study of nurseryscliuul social children who viewedmodelling films intractio:Is amongsocial isolate children who did notview. for non-isolate -;nrpa.-.secl theinterction rates that televisioncould be used stu. f.'rrov!ideencouraging evidence entering social groups. to modelntrategies for as aneffective velr.c)e

A p/i11400 40,...,86 +al T

. Career Pwarencss

Carcor Education &Sex Roles: concerned most To date, the programsegments have been education (listed inthe with the followingas:eft.s of career instructional _aac 1 _s.ioeumnt ast Roles &Functions).

rr,rtain roles, e.g. parents 1. Labeling the nil:2e of ,Q police:;!cn, flailmen, storeLe:-,er, teacher, etc.

Identifying the functionsthat these careersentail. 2. thief (in gang-' E.g., a) a policenlanarrests. the jewel tlelivers letters,- c)store ster far;ily, b) pailan keepers sell: foodstuff:;and otiv.r goads. of previous writer At the end ofthis section-is a list ideas ideas which we.think-canstill serve as' useful not, and contents In ge%crdl, thepresent: strategies for. made more sensitive to sex are a11 q jd. HOWVC.f, they ean be Few our segmentsinclude female ty:,117 sey.uol 1761(-,:. formats of pre - This is trueesl,ocially when the profeie.i.als. If this goal ip used J:re or stteetcharacters. Sent pit:.. curriculum, we ,suggestthat in:::73rreted into;e:.'ar to hi fundea and aspirations more utilie :.!aria and flw:anto model career could be used tomodel often.1 In- Ldditio,s more fole mn;,1:;ets thiF, figures prom- t1-.0 :-eTsehool years, sex-typing child. inently in ti-,esoeiazatior, of the

Some sui:Jest.don:.;:

A. IMagination "pre)fe.-:ssions!"

up?". BB: "What will I be when I grow be or would like to Street chT_Iractersimagine what they will be in thefuture. comedian." E.g.; Ernie: "A professional

Bert: "A biologist"

Big Bird: "A :teacher"

Oscar tt5=Court)etc." Maria: "A lawyer (to take

used to performcertain B. Cormonality of hUhan resources , roles. and functions:

E.g., Luis Rivera'ssuggestions:

the pro-s,:hool chile canperform with The ;e are theactivities, etc.).. my resources(body part's, mind, GO ...frA,",.....4.1.1.044 0". IP.. *Obi : ..6,1' 1111 : Career Awareness

activities that anadult (Gordon, And similarly,these are the perform with those sameresources. Luis, Susan, etc.). can different 41. between people of C. Commonality of fbnctions 'professions. auto 'Examples: A TVi-cpairman fiXes television, an helps to heal,thesick. mechanic repairs bars,a doctor each DiSphy roles separatblyand then place Visual: Then display Character into e-third cf a split screen. the f9llowing

a singer an artist a dancer with voice-overkid and place on theother side of the screen narrator explainingthe classification.

Example: f2

Sorting song

Bus Dr3ver Ship Captain

Airline Pilot

baker Choose betweentruck driver &

61 7 " , . .41kAb.4.41.".. in sal.. Iv "MO aboolibilime. . Career' Awareness Social Units

PREVIOUS WRITERS'NOTEBOOK IDEAS

The Child and hisWorld

A. Social Units

1. Roles & Functions

Peoule in the Neighborhood

a. doctor. b. dentist e. butcher d. TV repairman e. plumber f. newspaper boy g. dry cleaner 11. .soda jerk i. short order cook j. grocer k. salesman/saleswoman 1. builder (constructionworker) m. teacher n. shoemaker

Show how people with a variety of occupationscombine their skills to .achieve a goal(cooperation) : example - building reuires construction a'buildi.re workers, plumber,electrician, etc.

OF Institutions

a. school b. _library ". zoo museum e. park. f. bank g. post office h. airport

NOTE: It is possible to transform tlisstreet into an institutional setting for any given show, wherein thestreet characters 70ifferent roles while demonstrate presenting otherSesame Street curricular (e.g.., the school: goals. Big Bird as teacherof the alphabet, principal, Luis Susan as as shop- teacher, Bertas dance instructor, Similarly, a bank with etc., or the Count asa teller, Kermit,as the manager, - Oscar as a depositor,etc.') - , ,; * . . . . . 4...... 41;. .0+111.116.611111.' "' &A 1/1110fift

Social Units (Writers' NotebookMeeti 3/30/72) Career Awareness JIM

Some co7nmunity p^2ple seen/at home:

Milkman (Bottled water delivery- L.A.) Meterman Telephone Man Painter (house) Postman Dry 'Cleaning DeliveryMan Craftsman

Some community neOpleseen outside:. the home:

Store Keeper Butcher ShOemaker (shoe repairman) Seamstress Pharmacist. Waitress Mechanic IL Bus Driver Train conductor Airplane pilot stewardess Vindo:v washer

Roles orge.ni zed around s'..7):=cSf3clocales:

In small towns one person fulfills multiple.roles- grocery store keeper is also the postman, justice'of the peace, sheriff,etc. At the shore or ocean, most of the residents oftenfulfill roles' associated with boats andfishing.

. In the country, most residents fulfill roles associated withfarming, etc. - forest rangers, fruit pickers,tractor drivers, loggers, etc. There are some roles which are particularly characteristicof the city: street venders, street eweepers, traffic policemen,grocery cashiers, subway tokensellers. 2 '

Roles associated with clothing:i

UnifoLms associated with differentjobs. II u il II Rats .

I, Shoes II Is n

63 4.... :ry Social Units

Career Awareness

Interdependent Poles

Executive - Secretary Short order cook - waitress Farmer -"Grocery clerk

Roles Organized Around a Function:

Taking tickets. Note all.the things yOa need ticketsfor - laundry, circus, cleaners, shoe repair, bus ortrain, merry-go- round and other rides at an amusement park,movies, theatre, etc..

Multiple Roles of a Single Person:

A person gets o in the morning 7 is a parent,husband, uncle or brother. He then puts on the uniform of his work -trucker, policeman, fire:dan, etc..

A woman is a mother, aunt, sister,wife, but she can zip() be a jt.Z1ge,.doctor, cab driver,teacher, etc.

Some Roles T3c,th !!en and Woman Perfor:1-

Furniture mayors Cab Drivers ter- Riveters Chefs fY 'Salesman orwo,71on Doctors/Dentists Lawyers/Judges Policemen or women Secretaribs Artists TV news announcers

Series of D.:Tendencies:

Policeman takes a bus to work

Teacher needs students

Cross Cultural:

The same job may vary in differentcountries 7 cooks,, salesmen. (selling via door-to-door, selling via sampan,Hong Kong); farmer (growing rico in water growing corn onland, etc.)

,.64 . Career Awareness Socp.alUm

. CAREER ,EDUCATION & SEX, ROLES

Since its first season, SesameStreet has featured bits which

aim to portray a multiplicity ofcareer roles. To date, for example, the "People in Your Neighborhood" seriesf alone has shown the following roles: firtman, postman, garbagemaff, barber,grocer, doctor, dentist, i

bus driver, baker, shoemaker, teacher,newsdealer and cleaner. The

focus of this series, along withother career-related bitson the program

was to familiarize the viewer-with certain roleS'in-the family, neigh-

. borhood, city or town (First YearInstructional Goals Statement for

"Sesame Street"). The intent was not to implant specificcareer aspir-

ations in young children, but to givetheM the fullest possibl picture

of the world around them. 0 Muppet characters are vivid representatives of certain occupations

because it is easy to investa muppet with the tradition71 tools of

given trade - a fireman's hat,a barber's scissors encl./chair, a mailMan's

uniform and bag. To present glimpses of many occup9tions in their

appropriate surroundings, however, theprogram ut'lized live-actionifilms.

Some of these films portrayed a doctor,a dentist, a policeman,,, and:a

mailman at work. Bits involving "Sesame Strt7tet"cast members and muppet

"regulars" also have been designed to widenthe occUpational picture and

'to make these careers and functionsmore familiar d accessible tdi the

ct: viewers. Thus children have seen Kermitthe Pro?' as a news reporter,

Grover as a fireman, Bob asa music teacher, etc:

In portraying' career roles and functionson "Sesame Street,"; the

1 staff has hoped to create,over several exposures and instances this

type of subjr,r.t, an implicit m.7,ssago for thechildren who are-watching: .:

4 Social Interaction

.. Differing PerEpectives- 40* Possible Approaches Start off at the child's point ofview and then' opposing point ofview in juxtaposition.. present the a. Begin with a characterwith whom the child (Ernie) and have can identify this charactermeet up with point of view. an Opposing

b. Begin with character that childidentifies and have obviously take the him role of anotherperson. 1. Have Ernie put on a monster costumeand see how it feels to frightenpeople.

2. Have someone put on stilts and see whatthe world looks like to BigBird and why he often trips,etc.

Start off witha point of view that is differentfrom the child by havingthe child pretend he is so andso - Ex. 1: Problem. It's Oscar'sbirthday, for a gift. what do we gethim Let's pretend we'reOscar. we like.4Decision What would - go to the city dumpsto get a gift for Oscarbecause that's what best.. he would likethe

Ex. 21 Problem. Where to hang a mirror for BigBird. Decision - the mirrormust be hung high Big Bird enough so can sec himself withoutbending down.

Start off witha two person sftuation in-which the first is totally Oblivious o the other person's character need of communicating point.of 'View your point of view. shomthe

Ex. Child 1 is sitLng in front ortheTVscreen so that child 2 can'tsee. Child 2 mddt'makechild 1 aware Of his pointof view.

. t Ex. 2: Character 1 is standing on character 2'sfeet. Character 2 cries, but this doesnot communicate ina useful way. He his point of view should ask character1 if he would like himto-step on his foot.

66 ilk t.-.1.01/7.:+,..

Social Interactions

Differing Perspectives

General Comments:

0) All problems should emphasizethe necessity for seeing things from another's point ofdview; emphasizethe feeling's of those doingthese things and of the child to whomit's happening.

(2) The problems need not always befollowed.by a resolution,' but altdr- nate ways of viewing the situationshould be shown.

Possible Situations:

1. Problem of sharing and/or takingturns, involving such itemsas... - toys - roles in game (who is the,)eader) - taking care of pets or community property - situations where both parties want to be first.

Solutions: Children can...

7, Divide items, take turns or play withitem jointly - Learn benefits of borrowing and lending . - Engage in practice of dividing whereone child does the dividing while the second child gets firstchoices of pieces. - Pool his monelary resources with others, to buyan expensive toy to be used cooperatively.

NOTE: Two irportant points should be emphasized: ]). Sharing gives equal opportunity for all-to enjoy; 2) Everything does not have to be shared, e.g.a coat.

. 2. Problem of coping with bullies. Show that various children handle the problem_differehtly.

- Avoid the bully. - Ignore bully and"play with another friend. - - Get friends or sibling older than bullyto break up the fight without harassing bully. . . vl, - If bully younger; might realize thata young'child doesn'.t understand when he does somethingwrong, e.g:, takes blocks apart, breaks a toy, etc.

3. Problem of wanting the same privilegesas peers. Everyone else's parents, allow their children to do somethingbut"child'in question isn't allowed to do it.

4. Problems involving group consensus. Child wants to play one thing,but group wants to piny something else:

f.1 - Child decide; to join the groUp anyway 6 or plays something. eldc. 3:41.6. oinr." 14 ..441.e. ,

kg!

SocialInteractions

5...1;-dblem of beingdifferent (tolerance non-uniformity .of of differences. people ingeneral). - emphasize the ,`17 " - - HaVingdi.ffercntlooks --Having different talents andabilities - Having differentaccents - Having differenthabits Havihg differentdesires or aspi 6. Social problems arising fromhaving should change inconclusive information. when newinformation learned:) (Perspective - Jumping to mistaken conclusionsabout'others information on the basisof-incomplete Over - generalizing negative firstimpressions 7. Problems of taking another's pointof view. of differentpoints of view. Could use comicjuxtaposition

Ex.: P.1. is using a stackof books as P.2. enters a table leg: and.walksaway with books. P.1. runsaftershouting*"Come back here withmy table leg!" P.2. does .take,obviously thinking P.1. is shorton marbles. 8. Proble;.1 of what / to do witha broken toy. - Show that each ,child ir,aJavea different solution. 4111. .114.4. 1* 40.1911... ..10 . 14 ;. el... 1::1116 .041 .11.441 *A. go,. 41410:411.0.0

Social Interaction

Differini Pers2ectives

Perception

1. Visual Perception

a. Based on position - Visual perception changes depending on where you are standing -and how tall you are, etc.

Examples - a. Small kid in elevator is surrounded by legs.

b. Dog coming down the street may look small to adult but large to a chile.

cPlay guessing game - what is it?Showing common objects seen from different angles.

Old story about three blind men touching diffeent parts of an

. elephant and guessing that it's a tree, a log, or a snake. This can be changed so that big ,people only see one part of an object and gueSs what it is.

Use body parts seen from different angles.

Extreme close-ups of animal skins.

Have a group of people each of whom has seen a small part of a scene reconstruct the whole by adding their perspectives together.

b. Based on attention - Different people attend to differey aspects of the same object or situation,-

Examples - a. Ten people may witness'the same thing, but pick up different aspects-of it.

b. Play game where an object or scene is presented on ,- 'the screen for Short periods of time and then kids are asked questions about it, i.e., what was the boy holding, etc"

2. Emotional perception

Different people have different emotional reactions to the same ob or situation.

Examples - a. Emotional reactions - fear. Something will frighten one child, but not another, e.g., loud noise, big dog, thunder, strange person, etc.

b. If ycu Fput dif7f1;ent peep)-_ in the same situaticnt,they would have different reactions:

- A. musiciAn,movihg next-dpor. On the-One side the tenants 6 9 . to. -..4.43...114: :.:. . .t . .. . 4 1111001111... 4.r

Social Interaction

DiffpFinq Perspectives

Emotional perception (can't.)

are thrilled. However, on the other side they arevery annoyed at the noise.

New house going Up. Coull get into what it's liketo go to a new neighborhood - exciting to some and'frightening to others.

. Going on a trip for the day. One person loves'the idea because he gets( out of doing something he didn'twant to do. while another has to giveup something he wanted to do.

c. Two boys receive identical boxes as-presents. Each imagines it to be ;ihat he wants- differing perspectives.,-

d. New baby ccmes hone -- everyone is happy. How ,does the three or four year old feel in this situation when hegets less attention.

e. The child should be able to take another person's point of view and to understand that person's perspective,thoughts, and feelings:

- Emphasi:,.e also the multiplicity of child responses to another person's perspective or feelings. or example, if a play.nate feels sad, possible kidresponses could include.: "I don't feel sad," :;,'alking away from the situation, "I am sorry you feel say," trying to make playmate feel -happier, asking why, listening, talking about it,etc.

- Use a focal point to concentrate on this.problem; e.g., a baseball game. One team is winning and one is losing. One child on the winning team is jubilantover his victory_ but one can take time to understand howa child on the losing team feels.

f. Project the idea that doing something for anotherperson can make them happy and that in turn makesyou happy. L\ ...44Q410..a.. 1.40

Social Interactions

Differing Pervri:tives

Suggested topics:

1. Teach the voung,chilc how to resolve his conflicts without yelling. One good way is to explain to the person that you are angry with him and why you are angry with him.

2. Kids argue very often, over accidents.Whose fault it is. Should resolve this with the fact that an accident is nobOdy'S fault.

3. Focus upon .problems involving the child's responsibility. to others:

- to brothers and sisters:. taking care of younger sibling. = to parents: telling parents where you are going. - to peers:. .'leaving other chile,rcna?one scmetimes. - to envirornent: not picking flowers so others can enjoy their.; not throwing litter; picking up one's belongings; taking care of pets and community property.

4. Precent negative consequences, of lying and stealing. Stress feel-. ings. of the short changed person.

5.' Children should learn that each person hds certain social rights and obligations. Could focus upon.such aspects as:

realizing that certain things interfere with the rights of others. following through on your part of an agreement (i.e., pro- viding the agreemcnt involves a positive action). not reading scmeone else's mail.

94 .411b. . r - .44.6 at l.. -

Social Interactions

DifferingP-resectives

Suggested Tbsics: Three year. oldis not permitted differences. Problems arisingfrom age 1. as doeshis/her oldersister/brother. to go tothe movies along, adult's lap whilehe/she reads Several childrenwant to sit on two children 2. resolved sinceonly one-or Situation must be .1 story: the same time. can sit on anadult's lap at argue. oversomething. Child shown watchingtwo children 3. A child is alternative solutionsto the argutent. considers in hismind the child resolving aconflict between Another variationis to thlow one In thrown into the sameconflict himself. only to be the situation. two others, wllt it feelslike to be in this way, hetoo finds out

chair . Examples: sharing a. fence at aconstruction site looking through ahole in a, instance, be used as aneffective'technInueFor 4. Role )laying can to be someoneelse, -e.g., one ciren en streetcould pretend children of this ch It may bedifficult for .of the TrAlpets. (Note: the develop- since this_ skilldomes later in age to get themessege mented stage.) perSoectivesand at thesame time illustrate differing One way to members asindividual, -is to with the cast consistent)' way to helpTchildren,ideptify individual (and reacting in an personal show cast members children learnabout the, As the Should a varietyof situations. of the castmembers they emotional perceptions preferences and how a particularCast.,,,, able to makepredictions about eventually be situation. member, will reactin a particular the other, "Idon't like You." are shown. One says to speaker. S. Three children and says the samething to the child-comes up feelslike Then the third remark firstlearns what it Thus, the childwho made the manner. to be spoken.to in this children watching other conflictsbetween people,e.g., 6. Focus upon wants to watchwhat. TV alwaysfight over who the' appropriate be-resolved bysimple consulting 7. -Someconflicts can sources ofinformation. is whether the housearound the corner Exampi& Kids arguing resolved by simplywalking around white or bluesConflict can be looking at thehouse. the corner And conflicts thathavono reso- Project to viewersthat there are soma situations 6. able to realizethis when-such lution, so thatthey will be with, "Well, I guess tdrminate the argunnt perhaps arise And thereby on this,so.let's,dsbp 5:011 4te.t neVersee taiy.:--12y-e 1'0 Social Interactions

Differing Perspectives .

General Comments,: from emphasize the necessityfor see!ng'thihOS MI All problems should of those doing these . another's Point of view;emphasize the_feelings happening. -things wind of thechild to whom it's by a resolution,but alter- The problems need notalways be followed (2) should be shown. nate ways ofviewing the situation

Possible $ituatIons:. turns, involvingsuch items as... 1. 'Problem Ofsharing and/or taking

- toys leader) - rolesin game (who.is the property - taking careof 1)(t.s. or 'commwnity situations where both partieswant tobofirs4

Solutions: Children tan... play with.itemjointly - Divideitems, take turns or henf5t2 of borrowingardlendincj - Learn child does thediViding Engage in practiceof dividing where ene choices of pictes. )While the secondchild gets first with others to buy anexpensive .Pool his moret,7rry resources 1;toy to be used 'cooperatively. Sharing gives equal points should beemphasized: )) NOTE Two important Everything does not haveto be opportdnity,for all toenjoy; 2) shared, e.g. a coat. children handle the with bullies. Show that various 2. Problem of coping r.blem differently.,

- Avoidth6 bully. .) other friend. - Ignorebully and play'with the fight without . older t bully to break up - . Getfriends or sibling harassing bully. child doesn'tunderstand younger, mightrealize that a young - If bully takes_blocks apart,breaks when hedoes'something wrong, e.g., a toy, etc. peers. Everyone else's parents Problem of wartingthe same privileges as 3. somethingvbut child inquostion iset allowed allow their childrento do 'to do it. .1 Child wants tojilay one thing,but Problems involving groupconsensus. ,. .I_Je. group wants..-t-c .'.,:y zr.:..m..:_thing

- . plays sol eth'g else. - Child deciOes,tojoin the group anyway. or 96- . . t t .....11.414.611g116ita.61.40Aolatik 101110 t004116/01[00.1k,

Social Interactions

5. Problem of being different (tolerance ofdifferences. - emphasize the non-uoiformicy of 1:ople.in general)

- .Having differentlooks - Having different talentsand abilities - -Having different accents i . -Having different habits - Having differentdesires or aspirations

6. cial problems aris ng from having inconclusiveinformation. (Perspective sh uld change when new information learned.)

- Jumping to mistakenconclusions about others on the basis of incomplete information Over - generalizing negative first impressions

7. Problems of taking another's point of view.Could use comic juxtaposition of different points of view.

Ex.: P.1.is using a stack.of books,as'a table leg. P.2.enters and walks away withbooks. P.1.runs after shouting, "Comp back herewith my table leg!" P.2.does take, obViously thinking P.1. is short on marbles.

. .S. Problem of what to do with a broken toy.

Show that each child may have a differentsolution.

97 11. . . 'ImimmilimMTPITTYRIPM eia.11140; .411.. oft amalmo.;...1141.4141174o ea.s. re1.40111, rr

Social Interaction

Differing Perspectives

Perception

1: Visual Perception

a. Based on position - Visual perception changes depending on where youJare standing and how tall you are, etc.

Examples - a. Small kid in elevator is surrounded by legs.

b. bog coming down the street, may look small to adult but large to a child.

Play guessing game - what is it?Showing common objects seen from different angles.

Old story about three blind men touching different parts of an elephant and guessing that it's a tree, a log, -Ora snake. This can fJe changed so that big people only see one part of an object and guess what it is.

Use body parts seen from different angles.

Extreme close-ups of animal skins.

Have a group of people each of whom has seen a sm1 part of a. scene reconstruct the whole by adding their perspe ives together.

. b. Based on attention - Different people attend to different aspects of the same object or situation.

Examples - a: Ten people may witness.the same,thing, but pick up different aspects of it.

b. Play game where an object or scene is presented on the screen for short periods of time and then' kids are asked questions about 't, i.e., what, was the boy holding, etc.

2. EmotionaLperception

Different people have different emotional reactions to the same object

or situation. A

Examples - a. Emotional reactions - fear. Something will frighten one child, bfixt not another, e.g., loud noise, big dog, thunder, strange person, etc.

b. Ir you put different people ia thle, Same-situation they would have different reaczions;

- A musician moving next dOor. Oln the one',,side thb tenants

9 8 1:. . ye eee. to* 111.41,11; . aft::401,i..,. 417401,4424;44,6,' ....2:.14,70:dalifie . LOWN.,:4:0111.4We....011... arO;a6101114141.

Social Interaction

tot

"Dr ring Perspectives- Possible Approaches

'Start off at the child's point of view andthen present the opposing point of view in juxtapOsition.

a. Begin with a character with whom the child canilentify (Ernie) and have this character meet up with an opposing point of view.

b. Begin with character that child identifies and have him obviously take the role of another person.

1. Have Ernie put on a monster costume and seehow it feels to frighten people.

2. Have someone put on stilts and see what theworld looks like to Big Bird and why he often trips, etc.

Start off with a point of view that is differentfrom the child by having the child pretend he is so and so -

Ex. 1: Problem. It's Oscar's birthday, what -48 we get him for a gift. Let's pretend we're Oscar. What would we like. Decision - go to the city dumps to get a gift to:1- Oscar because that's what he would likethe best.

Ex. 2: Problem. Where to hang a mirror for Big Bird. Decision - the mirror must be hung high enough so

_ Big Bird .can see himselkwithout bending down.

Startoff with a two person situation in which thefirst character is totallyoblivious to the other.person's point of view show the need of co.mmunicating your point of view.

Ex. 1: Child 1 is sitting in front of the TV screen sothat child 2 can't see. Child 2 Must,makechild 1 aware of his point of view:

Ex. 2: Character 1 is standing on character2's feet. Character 2 -cries,' but this does notcommunicate his,point of view in!a useful Way. He should ask character 1 if he foot. . would like him to step onis

, II : 4. 4A, !411.). a54 . '....441.. -- 4.1 411.11 1ailardeo .....Jr44411.111:41 gme;Ne4sW; '40'11k,;

SoCial InteraCtion':

Differing Perspectives

Emotional perception (con't.) . are thrilled. However, on the other side they are very annoyed at the noise.

- New house going up. Could get into what it's liketo , e go 'to a new neighborhood -exciting to some and frightening to others.

-'Going on -a trip for the day. ..One ,person lovesthe idea because he gets out of doing something hedidn't want to do while another has to give upsomething he wanted to do. .

c. :Two boys receive identical boxes as presents. Each imagines it to be what he wants - differing perspectives.

d. New baby comes home - everyone is happy.How does the three or four year old feel in this situationwhen he gets less attention.

e. The child 'should be able to take anotherpersonls point of view and to understand that person's perspective,thoughts, :and feelings:

- Emphasize also themultiplicity of child responses to, another person's perSkective or feelings. For example, if a playmate feels sad, possible kid responsescould in- cihde: "I don't feel sad," walking away, fromthe situation,-' "I-am sorry you feel say,"trying to make playmate feel happier, asking why, listening, talkingabout it, etc.

Use a focal point to concentrate onthis problem; e.g., a baseball game. One team is winning and one islosing. 'One child on the winning team isjubilant over his victory but one can take time tounderstand how a child on the lcIsing team feels.

for another persOn can . Project the idea that doing something make them happy and that in turn makes youhappy.

100 4 I .40114 .-..wattro.,.. . . W.' 0041'. ' .,owl...4. a., 4.. Social Interactions

can'be treated. Conflicts betweenchildren and adults to upset thechild The adult hasdone something Example: The,child cries andpouts by him- realize'it. it was but doesn't finds out andexplains that 'self until theadult finally an accident.

. disappointment and a sourceof great Note: Forgotten promises are hurt to youngchildren. Resolving thissituation often used by youngchildren. 10. Name calling is for thebild toexplain, difficult. On. suggestion like is very I.don't like it.-How would 'you "Don't call methat because wouldn't to'you?". However as weall know, kids it if IA:lid that effect on the namecaller. technique since itwould have no use this children are toldto walk awayfrom . Due to socialbackground some by parents while otherswoild be punished a situationof this type, fist fight. There- resolve it, probablyby having a if they didn't the situation onthe show. fore, it has beensuggested that you avoid

101 N i 1 .:4:- 110;...4-...:64 t Al 1*.04.da ....

ocialInt0raction

of other (broadening the child'sappre ation Differing Perspectives ,cultures)

cUltures that is basic ly the saw.: Select a food usedby many different

Stuffed bread:orPastry filled with meat:,

Hamburger or sandwich,hot dog

Far East -falafel

Mexican.- tacos

West Indies - rote

Russia -, blini

Europe - blintzes. 'dem 6und China -,type ofdumpling, wonton or

Puerto Rico -pastelillos

'France - crepes

Panama - empanadas rice: Could show thedifferent tyoes' of

Mexican rice

Spanish saffronrice

Chinese boiled rice

Ribe & Beans. forms: Could also show pastain itg different

Lunches varyacross-cultures: re by people ofdifferent Different containers orlunch pails are used different types oflunch - cultures from-whichwill be taken workers usually use alunch box, or a - On aconstruction site the lunch stand. their lunch or haveit brought Workerte 4% a fieldwill either bring to th:m * 04 Tea... /,."0 ***a.11.41141 .410 .100.840111.4141..110 ***

SocialInteraction

Cooperation It rational socialexchange for a purpose. Cooperation is of the motivation essential to makethe viewer aware is absolutely for cooperation. which Chow thepositive results Situations shouldbe presented lack of coop-. compared to thenegatild/e results of of cooperation as eration.

,Division of Labor be made clear. for this type ofcooperation should The motivation stake in theoutcome. should see that allconcerned have a The viewer division of laborshould be one in The situationchosen to illustrate criteria are met: which the following goal. Two or morepeople have a common

of this goalrequires 'aparticular .2. The accomplishment skill or resource. easily by any oneperson The goal cannotbe achieved as alone. pile of lumber anddecide to carry Example - Twochildren find a Neither child cancarryall the lumber it home to build atree house. lumber and eachchild carrieshalf. by himself sothey divide the

Combining ofSkills combining of skillsshOuld meet The situationchosen to illustrate the followingcriteria: people have acommon goal 1. Two or more special of the coalrequires two or more 2. The accomplishments skills or resources. easily by one personalone. be achieVed as 3. The goal cannot dog. people on SesameStreet want to build a Example - Several particular skill(painting, Each person isable. to contribute_a house. (hammer, paint, nails,etc.) hammering, etc.) orresource

Reciprocity to cooperateis to makereciprocal agreements MotiVating a child division of labor orcombining difficult than themotivation, for goal in more the child mustpostpone his own in many-cases difficult for theyoung of Skills This is 1aticularly order to hilly developud concept-of time is rotyet that child because his to, fulfillobligations after requires nim.to trustanother individual already beenachieved. . 103 . 42/ -47 ftsoLo.4...;: ,

; Social Interaction

Cooperation(cont.) presdnt situations It would (be helpful,for this reason, in which: 1.7 agreement spans a veryshort period of time. 1. The reciprocal involved is one which cannotbe 2. The goal of each person achieved- easily by one person. obli- Occasionally negativeaspeats.ofnot fulfilling an gation in the reciprocalagreement. are- ,shown. doenot want to Example.- Susan wouldlike to go shopping but mailman. to deliver a. leaVe the house becauseshe is expecting the hsays he is too She asks Oscarto.wait for the packageand package cods a missing lunch.' .0Scar, then .disCoverstba he busy .making his They finally ingredient from the storebut cannot.leavehis coo ng. spinach for Oscar andOscar decide. to. cooperate.:Sus#n will buy the will wait-for Susan'spackage.

Situations that call forcooperation: one.childholds water on uthile theother drinks 1. Water fountain - and 'vice versa. small to see overthe Parade or baseball game -both children are too 2. other on hisshoulders and smaller crowd or fence ---bigger child holds the child describes/parade orgame, etc. smaller child sohe-can Locked door or gate -Bigger child lifts 3. window and unlockthe'door or gate. climb the fence orclimb through the in order tp getanywhere. Two people inhorse costume - must cooperalte 'their faces and. nomirror - they Two children havedirt or smudge on 5. other where the smudge,is so each. clean each.qther'sface or tell each can clean his ownface. kid makes lemon* - onesells it; Two kids want tomake money - one 6. buys lemons. t Th. ey"wide the profits. or one kid buys sugarwhile other one

11 7. Children can teacheach,other

a. skills b. rules c. d. camas 104 .4-4.04.0....sehbow *Immirscow .006.40.4.6.4! t to:.

Social, Interaction

Cooperation (cont.)

8. 'Children chipin to achieve goal a.", money for candymovie or toy b. clothing for play costumes bases, bat, etc.) c. equipment for game (gloves, d. clothing for snowman e. parts ana.tools tomake a toy (go-cart)

Children cooperate to makethings r. 9.

1. blocks 2. go cart 3. mural

. -- 10. Children cooperate to getdressed back a., girls"havedresses that button .up help. lip tie shoe lacesozip zippers b. some children need c. taking off boots

lift or push heavyobjects. 11. Children cooperate to a. furniture b. wagon c. 'boxes' both decide they arehot Two kids holdingice cream cones, and A2. they each struggle with cone and want to takeoff their sweaters. A holds B's ice and sweater untilthey decide to cooperate. sweater and vice-versa. cream cone whileB takes off his

One kid operatingeach oar. 13. Two kids rowing aboat.

14. Assembly line. needed by ,all membersof society. Can also stressthat cooperation is

1." Obeying laws traffic laws? What would happen ifeverydne made up his own

rulei of 'a gaMe. This can he relatedto kids abiding by ownership Among young childrenthere are many conflicts over 15. object. regardless of Whether theholder actually owns the

coloring pictures with crayons;both , Ex.: Two children want to use the same crayon. They resolve conflict by breaking the crayon,suggesting that they take while turns or suggestingthat one use the crayon the other colorsanother part.Of the.pictut7e.

105 Amild4.1114 14 I A.f..46441,rw ...{.4114 4141,.. .4411111.:411i01. :.:41.11.4.11.41111410 .4.141alifeidY441.1 4.17:14..ftam614141;110,* 1.4 Social Interaction

Conflict Resolution resolving a conflict, you Where there is morethan one way of conflict one wayand then twoother could show twokids resolving a kids settling itin another way. misunderstood -couldhave a' Many argumentsstem-from being English speaking andothers speak only skit where onechild is only Spanish third child" in whospeaks Englicp and Spanish. Then bring a to resolve theconflict.

Other possibletopics inOlude: injustice - beingblamed4or punished for (1) Problems of else get something you haven'tdone, or having someone something you did. or takecredit for

Injustice: False accusations

- guiltby association evidence - guiltby circumstantial

(2) Problems ofjealousy someone else - when afriend plays with attention - ofmother's 4:)r teacher's - ofother's belongings - ofother's talents. HA. LA* ..s.04,4,4"0,14410, 40013.1w.1.1...76.54;. 41:s...a 4:40=6 dkot.,"... ger*

Man4Made Environment

Machines - ideas for street use

simple machines.- 1. Make analogies between:body , -- lazy susan,pottr'S wheel, cart 2. Show the wheel principlein: wheel, rolling pin.

Luis tries to move some partsinto his'shop - drags the box 3. er. his task feet with great effort andthen. discovers how mu transport is when he puts the box ina wagon .s a dolly to them. illustrate principles of thelever. 4. Could use a seesaw to introduce several simple 5.. Problem solvingapproach can be used to machines: '

- How doesBob get the laundry offthe.blothesline without going out of the house toget it?He uses a pulley.

to carrying packages - Furtherproblem-solving approach applied vs. using a shoppingcart. Solutions to the - 'flow can weget object x to locationy? problem can involve the useof different kinds ofmachines levers, wheels,etc.

that might be pertinent todiscussion of 6. Some everyday objects clothesline, seesaw, tricycle,swing, slide, top, skates, machines: frisbee, paper wagon, go-cart,.magnet,doorknob, bqpk, meat grinder, planes or glide.

Machines & Tools

- Parts ofmachines that need care.

Mechanic 1 advantac.e (e.g.,ways in whichmachines facilitate production)

Selecting best tool orbes tmachine'for a giv'enjob.

Using animals as analogiesof various tools.

swim fins - Duck'swebbed foot compared with

- Cat'sclaw compared with pole -climbers golf.

- Bird'swing and airplane'S wing

-Boavor's dams and peoples(hms

FPph.,mt his.hose; firemanhlr hnso' 441 IL 3441401114;...Pe...e...

Man-Made Environment

(cont.)

- Cat's scratc tongue and dish-cleaning scratchers

- Cow's I like a flyswatter

Animal /macJheanalogies:

- Horse and:fruck,\ bicycle

- Animal's backbone and:bridge

- Duck's feet and paddlewheel

- Anteater and: vacuumcleaner..

Buildings & Other Structures

- .Films would be good toshow buildings or houses in various stages of completion

- On street, membersof)cast could be involved in building some object - A table, workbench, cabinet, etc.

108 ,..5.4) ..aohora0

Natural. Environment

Plants & Animals

Show how anmals adapt to their environment and howman uses his .brain to adapt tp his environment- such examples would combine goals of natural environment with man-made environment.

Examtlle - 1. a.. Beaver use teeth-to chop down trees .0 1

b. Man Uses aw or ax

2. a..6ame) scires water in hum/

b. man uses canteen

3. a. bear has thick fur coat

. man. has coat_ made of animal's fur

fi 4. a, fish swimming

b. man in boat or swimming with swim fins

5. a. bird flying

b. man in airplane

0 Shoo different kinds of animal homes andtifferentkinds of human homes and indicate, how each hoMe is adapted to its environment., ./ A film couldbe made on the wriety of uses fora tree. 02 Example,- homes forapimals 2. wood for human homes 3. fruit c, 4. shade. .1 5. a place to hangaswingOr hammock I 6. wood for fire 7.maple syrup 8. paper 9. pretty to lock,at 10.fun to clutb

For an alternative, could show the procbss of'makinga tree into a product, starting from the pointat which it is cut down. Could also s'ow a series okproducts made from trees- houSes shelves, Wooden toys, furniturei>sculpture, etc.

Relate animals to each oth6r in a variety of ways. A A animals that lay eggs 2. _ animls th:,t have fur 3. two legged animals (include'man) 4. four legged .animal ctc. 1.0 9. . .44 .111a1 . r'... 111 . 1 ...J... 4., a .-- p . : ,

Natural Environment

.Night Animals - Owls, bats, etc. - The Bronx Zoolhas-an .exhibit, using speciallighting.

Desert Animals and Plants Cactus, coyotes, camels,and their uniqueuse of Water - HoW animals get moisture fromplants. How, animals blend in with theirenvironment. Contrasting En- vironment- Desert - rain forest- glaciers - volcanoes- show the different lookS ofthe land.

,Relational Con- , cepts in the En- vironment Hot-cold, Wet-dry, Big-little,etc.

How than & Animals Adapt to Environ- ,- Man carrying canteen indesert, camels in desert. Man wearing heavy clothesin cold Climate, animals with thick fur,etc.

Di erent'Climates &-Clothing Sun - sombreros- sun umbrellas - arab head dressoetc. .Cold - ski hat, etc.Show astronauts clothing

Planning for Dif- ferent Environments, Show kids planning what they would need if theywere going to the beach,to the mountains, o the desert, to a rain forest.

-Environmental 'PreferenCes Have people talking aboutwhere they want to live and.why:

r. , . r ; ...... I ft.14 'ad,

Quhlity of Environment (Sesame Street ResearchMemo- 6/28/71) -

Underlying the presentationmade Pere are the following assumptions:

1. Only,a limited set of themany possible' ecology goals should' be selected in order to providefor a fotused and thereby, a cumulatie effect on the learner.

.2.. When experimenting in theecology area, the scope" of the -- experiment should "be restricted to formativeactivities, including, the search forspecific_objectives which itmay be yossible to address throughthe show, and-to exploration o/various production approaches,and should not-extend to the systematic developmentof.related measures or to execution of a .stimmative.eValbation.-

. Insofar as pessible, treatmentsof ecology on, the show should be*viously identifiableas such from the point of view of the casual adult viewer.

The tv22501ere.eal headingsproposed here are 'as follows: .-

A. Form-and function interact'

1. The child will recognize thata given situation is unsafe, unsuitable for certainneeds or undesirable in terms of aesthetic standards, etc. (what's wrong here? what,canwe do about it?)

2. Given two sets of eonditionsfor meeting the same human -need, the child will select thecme' more suitable to the 'need (what's the best way?)

3: Given two sets of conditions whichwill affect,peoptle, the child will prefer that whichyields greater peace, happiness, beauty, etc. (what'syour favorite place, and why?)

B. Consequences of Peonies Actions(intended, unintended, desirable, undesirable).

1. Given a situation in which 'environmentalcircumstances are manipulated to meet'a human need, thechild can identify one or more unintended consequences ofeither a positive or negati e sort, including effectsthat are either delayed or hidd

-Given an 'absurd situation brotightabout by a moliricntion of environmental circ:....iztdnces,or by a modifidation of peop.e, the child will recognitesome of the consequences of thege mod-

. ifications. (What would happen if..,?) t 111 , Quality of Environment

Ir.

General background and possible topical areas

A. Environmental forms often are malleable, and can be 1haped to-serve the needs of people.We should emphasize the primacy of function i.e., that the needs of humanity ,come first, and environment circumstances may be created accordingly. It is also important to emphasize: 1.) the advantage's of active planning over environmental determin- ism, 2.) evaluation of choices-and, 3.) creative problem 'solving. From the negative side it is readily possible to emphasize the forms which fail to meet desirable 'objec tives or which give rise to undesirable patternS'of human functioning.

B. When 0 environment is in any way manipulated by man there are usually Several consequences ofthis,action. Sometimes the consequences are immediate and obvious and sometimes they are delayed or hidden. Often one action. Will have both positive and°negative effects. is important to emphasize the need for identifying as Many of these consequences.as possible: in' order to facilitate the most bene ficial planning or corrective action.

Limits of Natural Res._airces

Pollution -

Consequences of carelessness:

A child throws down a'soda can, cut to beach covered with cans.

A neighbor turns the TV on too loudly - the whole neighborhood turns on their TV's too loudly -'noise.pollution.

Follow steps showing how natural environment is spoiled:

Example: Garbage covers are not tight enough, cats knock down cans, garbage strewn over street.

Fish swimming .in aquarium. Show how water must stay out over night to destroy poiscnous elements, cut to factory wastes pouring into rivers poim.ing fish. Should also juxtapose position consequence if, factory took proper precautions.

All pollution segments should end on a positive note. For instance, child starts to throw down soda can but thinksof consequences if 'everybody does.this (i.e. beach covered with cans).He therefore finds a trash can and throws the soda can there instead,

rnvircru rlalinq

Could focus upon con ity action to plant trees and flowers. 112 .

Pre-Reading Skills

Letters - Matching, Recognition & Labelling

In order for a child to be able to identify a letter he must be able,to distinguish it from any-other letter. Practice in matching. identical letters helps'to focus the child's attention pn the form of the letter.

Make associations when possible, e.g., the letter S can look likea snake; the letter H can look like.a house;

Talk about characteristics of letter shapes.

B has two bumps

C has a piece missing

D has a straight back

E has 3 lines sticking out

G has a place'to sit down, etc.

Write lots a- different sizes of a letter and explain that though some are big and some are little they are all the same letter, e.g.., AaA.

Use .both upper and lower case letters.

play sorting games using both upper and lOwer case letters

b. have children m atch, upper and lower case forms of a letter

Note:' It is important for the child to be able to recognize both upper and lower case forms of the letters but it is not necessary to always'refer to the letters as capital or lower case. It is enough for e child to knock' that T and t aret'he same letter.

113 Pre - ReadingSkills

Letter Sounds

The following is a listof suggestions some of thesymbolic for teaching representationgoals: 1. 'Use closeups of pecple'sfaces (not letter sounds. It is important muppets) saying for children position of thelips in to see the producing variousletter sounds. 2. Play games whieh require the which startwith a child to supplywords particular lettersound. Example 1:A story of a poem is readto a group of children, butcertain key The children ,words are are asked tosupply the missing Words and 'aregiven the elle that. allthe missing wordsbegin with a givenletter,sound," Example An alternative to the alc;vegame is to the childrenwith two present or three-picturesof objects thatwould ,!\ be(equally-aporopriateto 1111 the blankin the poet or story and,aet,the children topickthe one that letter sound. begins with-agiVen

3.. Sorting f or classificationcould be . sounds. done-by initialletter

Example:

Name each pictureand ask which doesn't belong. :After pointingout, that truck the S sound does not beginwith "sss," read the three and,emphasize the` "s" wordsagain 'S pound atthe beginning Children of the words. should know thateach letter associated with has a nameand a sound the printedsymbol. and eachletter tells Letters areused in'reading, us to say asound. . 4. In teaching letter sounds,try to use as possible: as manymemory cues

a. Associations - S looks likea snake, and a snake sayss-s-s-s, b. Characteristicsof - H- makes steam on-the windowwhen you , say its sound. c. keyWords- - Sometimes = one word could lett r; ex.: be associatedwith the - d-dog, c-cat (balloon,bits). trhe above \ guidelineswere criginally disseminated to 114 Production on Sesame 1/14/71 by r'to.*^ Pre- Reading Skilld -

Letter Sounds-

. - . Lim sten to words beginning withh.

1. Show picture of house with h printed inboth upper and 1Cwer, cases. 41- 2. Children (teacher) pronounce name:ofletter'- sound of letter - .wordhouse and-other wordsbeginning with h - hat, hitl'hose.

3. .Use riddles to suggest other wotds.beginningwith h:

a. You have two of them at the end ofyour arms hands. b. It's made of dirt or rock andyou can climb it - hill. c. You'd() it when you go up and downon one foot-hm.

. Pronounce groups, of four words- three of which begin with h. - and have' kids clap or call out to indicate theone that does not begin with the sound being taught.

Example: a. hat - hit - miss - hope b. fake - hose - here him . C./ c.,,have - card -.help - hero d. hot - hall - head ,.-bear

After presenting each-group, the printed'wordaCould'be presented so the childcan see the relationship between -the printed and spokenre- presentation. Point:fo the h in each, wordas you' pronounce it. 'Then indicate that the fourth woid does not begin withan h (it is not, necessary to-say what letter it does begin with- just .say "hat - hit and hope all begin with an le (pointto the h in each word), "but 'miss does not begin with 0 'E."

zr, Play the sorting game with words begitningwith,thesame letter sound.

Vowel Sounds

When teaching vowel sounds: Concentrateon the short sound used In the initial position in words.

Zia a,. apple 'II - Indian Co - octopus On umbrella Es elephant

*The same auditory discriminationgames can be played using shor vowel sounds in the initiai words.. 11,

Pre-Reading Skill

Letter Sounds

' .11 Listen to words beginning withh. k 1. Show picture of house with hIprintedin both upper and lbwer: cases.

2. Children (teacher) pronouncename of letter - sound of letter word house and other words beginningwith h hat, hit, lose.

3. Use riddles to suggest other wordsbeginning with h:

a. You have two of them at the endof your arm a - hands. b. eit's-made of dirtor rock and you can Climbqt- hill. c. You do it when you goup and down on one foot.bggr7--

*4. Pronounce groups of four words- three of which begin witkh - and have.' kidt.clap'or callout to indicate the one thit does not begin with the sound-being taught.'

Example: a. hat - hit -miss - hope. 4 b. fake - hose ..,here -.him p. have - card - hero d. hot head =.'13ear

After presenting each;.,group, theprinted .wordcould be presented so 'the child can see the relationshipbetween the printed and spoken representation. Point to the h in each wordas.you pronounce it. Then. . ,indicate that the fourth wo does not begin with an h (it isnot necessary to say what letter it does begin with "7just say "hat - hit and.hone all begin withan Al (point to the h in each word), ."but- mis does not begin withan h."

- Play the sorting game with wordsbeginning with the same letter sound.'

Vowel Sounds

When teaching vowel sounds, concentrateon the shore sound used in the initial position in.words.

Aa.- apple Ii - Indian Co "'4octopus Uu umbrella Ee - elephant

'*The same auditory discriminationgames can be played using shor. vowel sounds in the initiiI.position inwords. PerceptualDiscrImination Tactile Discrimination- Cross Modal Discrimination(cont.)

Example 0 1. Could getacross the idea that and not touching is nice something to beafraid of. 2. Could usestreet characters/to a problem involvirig show-haw tactile one'solves diScrimination.For instance, astreet charactpr/Could be faced witha problem in whichhe has.to.Match a box with an unknown object:in a picture ofthat object. could by shown The home viewers the objectso that they secret.. would be inon the she streetcharacter could by comparing then solvF,theproblem the characteristicsof the two ip., shape,number of size, objects- whether, object hard, roughor smooth, etc. is soft or

Letters and/ornumbers-used only in the as embedded 'upright posAtion. figures should,appear 'backwards, They shouldnot be turned or upsidedown,since in sideways, represent the these positionsthey no longer .same. things.. Other figures, animals, or faces, such as geometriCforms, may appear inany position'

Sound Se.,).-t.ification

Sight and soundused to discriminatethings. sounds Of thingsthat splash For example,the in water- pebble, space (the differencesbetyeen the capsule of a small light splash ofa large object objept.); the to the splash the sound of sharp soundof a twig a thingbreaking being broken; Could use the - glass cracking,etc. sound libraryfpr this. Soundsof the house - telephone, door showers, faucet, bell, intercom,kettle, soup boiling,Coffee perking, Street' sounds- muppets have bacon frying,etc. OffiFe sounds, done quitea lot of this. eirport, farms,etc. . Could heara sound,and have the kidsguess what it Soundsare.softer far does this also. away and louderwhen closer. Could be donewith sirens, 'Minomina" bands, etc. Trains cars, trains,.parades - pitch get higheras get closer. How,to tune things in-- increase and done witha button on decrease thesound. Ernie withwhich' to tune has beet be done with him in andout. bullhorn', shells,earhorn, etc: But could Sound of instruments- high/low, Sounds made loud/soft: with hands- clapping, snapping fingers, slapping leg,finger flicking, tapping, fingers etc. knocking with A similarexamples has been knuckles;punching with with his done with the fist,' feet. You could penguin .whotaps out sounds human ftet. also focusupon the varying , sounds producedby the 117 Relational Concepts Conceptos do Relacion

0 1. Qualitative Relationships 1. Relaeion de Calidad' Same/Different %ism, Misma, Mismas/ Diferento; Distinto,, Distinta, Distintos, Distintas

2. Size Relationships 2. Relacion de. Tamano,.. Big/Bigger/Biggest Grande,'Grandes/ mas. grande,: mgs grander, 'mayor/ elliigsgrande, la mgs grande, los mtfs grandes, las mds grandes.

-Small/Smaller/Smallest Peguale, Pequene, PequenosrPeque5ae mAs pegueWo, ma's pequala,' ma's.peqUOI mg's pequcilas/ el'mgs pequelio,- is nos poqueria,,los rads peciOnOs, las mae pequenas

Short/Tall Bajo, Baja/ Alto,-Alta

3. puentitative'Relationships 3. RelaciOn!de Contided None .NingUno,"Ninguna, Nihgunos, NinguneS1 Some Alguno,'Alguna, Algunos,-Algunas More Most AaMayoria, 'All Todo, Toda, Todos, Todas Less kenos

4. Positional Relationships 4. RelaciOn.de. Posicion. 0 Under, Over, On,.Through, Debajoc:Sobre,, Enpime de,a traves,di Around, Next to, First:Last, Alrededor,. Junto a, primero, tiltimo* z,, Up, Down,-Beginning, End Arriba, Abajo, Principio, Fin

5.' Distance Relationships . RelaciOn'de Distancia Near, Far, Close to," away from Cerca, Lajas, Cerca de, Alejado de

_G. Temporal Relationships' 6. Relacion de Ticull" First, Last, Before, After, Prirnero, Ultimo, Antes, DespuesrI. Next, Beginning, End Siguiente, Principio, Fin . Classification

Classifying

Animals (either liveor on film) can 110 used in class- , ification games:

1. Groupanimalsaccording to their phySical characteristics, i.e., allanimalsthat have-fur allanimalsthat have hooves allanimalsthat have featherS -allanimalsthat have scales_ allanimalsthat have twolcgs allanimalsthat have foUr legs

2. Group animals according towhere they have theirhomes, i.e., all animals that live inwater 411 animals that live onland all: animals that live intrees all animals than live injungles all animals that live onfarms

Group animals according to whether they_are wild or domesticated

a. farm animals and' engle animals b. 'zoo animals

'4. Group animals according to what they eat: carniv.arous, herbiverous, omniverous 0

5. Group.animals according to ,whether they are Altive to America or have been introduced in zoosan&circuses.

Group animali according to size(in reference-to the four- year-old child, and in 'referenceto each other).

7. Group animals according to theirrelationship to man:

1.'work animals 2. food animals 3. pets 4. pests

119 BILINCUAUnICULTURAL MATIMIAL

lotions

'package from home" is received. ,This device could beused to introduce and plain cultural foods and objects and Spanish dialogue. Person is happy to ve received item.

ild (Or-muppet)' learns vrdor, expreSSion in Englishor Spanish. hild needs directions. Can't speak English. Eventually communicates with Spanish-speaking person whocan help him.. Can also do a bit by reversingsitua- tion where child heipssomeone in a similar situation.

Child finds someone to translate a word, conceptor expression, directions, into English and/or Spanish.

Character is happy because a relative whom he has notseen for some title has come to visit him. n -

Children laughing enjoying. song,. game. pet, gift,food, etc. Sadness-

Charayteris sad because he cannot fi0a Spanish greeting card. Ex. valentine, birthday, NotherlsDay, rather's Day, etc.

Characteris sad because he cannot get some particular goador cultural item. Character is hcmesick for ex: food, music, activities,environment. Fear

Spanish-speaking child lost in crowd."Meets bilingual person. r.

Child going to the barber Siibp.

Pride

Bilingual childfeels proud when hehelps an adult orone of his peers communicate with a non-:Spanishor English speaking person. 0 Child sfeels proud because he can translate letters, messages,qxpressions, help decode a message, give.directiOns through.the use,of English and/orSpanish.

Realizing that both languages arefunctional and self-sufficient.

Angrip

Person becomes upset because he/she cannot communicate some word.orconcept in "English or Spanish.

a 120 , VATERTAL

Poles and. Functions

Show the child that his father can also be an uncle, a son, a '0- godfather, etc. This can serve as a means for introducing the extended family concept.

Certain occupations are more.prevalent'among the parents of the children we are trying to reach. Appropriate responsibilitic-s and functi6ns pertaining to certain roles can be discussed and described and/or portrayed..

A .vis 4 to a relative. For example: grandparents. Show ex- tendecrifamily relationship (godparents, uncles, cousins, and aunts); dwellings (homes in the barrios --e> teriors and interiors).

e;.

7 121 nILINCtAL/1ICULTUP.AL MATtRTAL

Social.Groups and

The Family and the Home

Children and family engaged in different activities. Such as older child helping younger child.

Show family at dinner time. Planning or preparing -some part of the

Family at outing Jenjoying nature)

Show different dwellings which serveas home.

$how how children can be helpful to other members of the.family.

Example: Older child baby-sits for younger sister or brother. Show famill, members performing different chores.

122 1, 1

BILTNMINTAKT(TALMTERTAL

Child:pnd His Powcrs

Practice

Learning to use telephone. Perhaps dia)ing operator or other numbers.

Remembering - Segments could be shown in which theSpanish child remembe:s:

1. A. visit to A- relative.- e.g., grandparents..Show extended family relatil)nship (godparents, unclei,aUnticousins); dwellings:

. A visit to a farm. Show variousoccunations,asso ciated with farm work such as truck driver, irrigator, harvester.Can also show farmcquipmeLt - tractor, shovel, hoe, etc.

. Avisit to another city or another part of town; a newfriend,that' was mode there; new"things learned-fronexperience.

4. A visit to a birthday party. Could focus upon foods, fruits, de- - corations, gifts, toys, Spanish birhtday cards, games, songs, expressions.

5. A vacation or similar outing. Reflect the environment, pets, musical instruments, dwellings, gizle's, songs, expressions ofthe Spanish speaRingi cultures.-

6. A Visit to a latin bakery, a bodega(tienda-store),.

7. A song or game which he can teach to others.

Imaoination

Riding a broom and imagining Child is a vaquero(cowboy), or charre. Costume and following articles can be shown: espuelas (spurs), botas (boots), sombrero (hat), lag° (lasso), guitarra (guitar),rie-o (whip).

Spanish muopet(s4,4i bathtub, imagines he'sscuba divig, deep' sea diving,or an astrOaut.

Imagining: How does'it feel to be a fish, a bird. .4-

123 BILINGUAOnICULTURAL MATERIAL

Social Groups and Institutions

The City Or Town e Begin with what is familiar to the child's experiences. 'Use as point of departure and refer to such placed as:

47 the bodega (tienda neighborhood corner store), where-a variety of things can '6e bought.,

the airport - :where relative i and new arrivals aremet, gifts Are presented, greetings or farewells are exchanged.',

the mercado - market' place - almost anything can besold at'the mercade.

. . the mtssiens - places of historical significance tovisit.

the plazas - the city skuare.

Lunchtime, dinnertime - children can bring different foods, riaitrl, etc., to make up a meal: The diversefOods will show diffe ent.foods ofvarious groups.

Adults shown playing different table gamesin street or park, or beach - dominoes 0 bingo, ch:,.ekers, chess.

Peeling oranges pr other fruit, orange vendorinteracting t:.ith children.

A visit to another city oranothdr"part of'tmn. A new friend made there, new things learned from experience.

'Recalling a vacation or similar outing.Reflect the environment, pets, musical instruments, dwellings, games, songs, expressions of theSpanish-

, . --, lmltures. ,

A visit to a farm. Show various occupations associatedwith farm work,.such as truck driver, irrigator, laborer, machinery-tractor,harvesters, hoes, shovel, etc.

A visit to a Latin bakery, the barbershop,the bus terminal.

A child is remembering a song or game. She/he receiver a record (which is Latin music) and plays it in the "fix-it shop" for all tohear.Ly-it's a game,.he can teach it to others. J

ft 124 BITANGUALpICULTUrAL-MATPRIAL

Social Attitudes

Helpfulness ->

Child can give directions and help translate.

Child can help repair a broken toy, help mother baby-sit.

t Generosity -

Character can share p5rhaps some cultural objects with somdoneelse. Foods, toyg, games, clothing etc..

''Can also- share letters and gifts sent to him fron far away. 0

Example:

Social attitudes ,-an be learned and enhanced by providingactivities and Situations-wMre child participates. A fiesta, a birthday party, taking part in bringing a dish which makes up part of a meal, or contributing paper,°paints or a brush to make a painting.

Social attitudes are also develoz,ed bY Meeting andinteracting with people' in places such as the'airport (Puerto Rican arrivals), artexhibits, school potlucks and bazaars, dancc!s, yames.. BILTNIMMpICULTIML_NATEMIAL

Social. CroVps and Institutions:.

Neighborhood, .;

.Child goes with an adultto open market (mer,.7ado libre). An Engiish- Dpeaking child can accompanythem. The bilingual child canexplain to him the different fruits, vegetables,foods, clothing, artifacts, etc.

Children going to day-care center,-"La rsuelita" - being greeted by teachers inside.

Children having_a meal at "LaEscuelita". (School)

painted pottery, bird cages, snow Vendors. Selling heavy iron pots or hand carts. cones, tamales,chicharrones, vegetables in horse-drawn

A visit to a birthday party. songs, (foods, fruits, decorations,gifts, toys,,Spanish birthday cards, games, expressi.ons).

126 RA ti 1'FERIAL BII.INGUAT.113Tru riru

DifferinqPerspectives different mays. Different people seethings in 1. Chicano childmay picture of acouboy. a sho,..m' a (chaps), Example: given, or such as aguitar, chapas charro, orother objects speaking childmay identify a '(whip), WhileanDrglish espnelas(spurs), riata to him/her. objects ofcultural,signiabance identify other Byparodying a lessonon diZferences. differently can teacha short people seethings 2. A charactek explain why some situation or storyhe can culture.' becauee oflanguage and

curiosity aboutothers. 3. Encouraging them? What's itlike to be different frombeing me? How's that against? bediseriminated How doesit feel to speak Spanish? it:feel to beable to How does game, asong,etc.) feel"to beleft out (of a How-does it English? can'tcommunicatein . because you color skin,hair, etc. have different different or are How doesit feel to are wearclothes which How doesit feel to children'sclothing? not asnice as other speak Spanish. see howit feels to :t orother character 4. Have m p For clothing, articleor costume. other mu; petputon:Spanish Have Oscaor it feels tobe amariachi. 5. aT.uppet couldsee how instapee,

4 127 fi MATCRTAL B/LTNGUAL/eICULTURAL

a PereptictiVes Differing as musicalinstruments such celturallyidentifiable Cuatro ('a type,of Usedifferent and guiro, harp, marimba,guiearra,'cIaves, different. types ofmusic, maracas, timbales. ealow guitar), bOngos,congas, from. tempos andwhere they come Wastelilles, (tacos, tamales Mexican), Show dif:erentfoods: alcapurries sPuerto ilican) gueyaba, coop,pine fruits: Ex: mangos, shirts, embroidered andcolorful blouses, clothing : Ex: capes, zarapes,.vests, belts. Yarn woven shawl. Spanish language cultural itemsand the andexplaindifferent result ofthese. 2. Intrciduce rerspectives ariseas a to showthat different (see ineexesfor specifics) someone beaausehe's afferent. ' 3. Don't aslike

Example: , dif ferent language -Spanish Child speaks a

different kindsof footle. . not knowcertain -child eats Words correctlyor does pronounce English tocommunicate.. --child can't ways tohelp him and words. .Have,children explore

of other'sfeelings 4. Awareness because hecannot speak Child may bemad, orfrustrated situation where 1. Try tocontrive a (communicate)in English. the problemand muppet) issensitive to secondchild ,(or attempts somesolutions. He tries can't speakEnglish. 5torekeeper is awarethat child. after minimaldialogue 2. understand whathe wants. to assistchild rand. and/ok signlengeage., indicate object, can usehands to Child points tosome For example: the numberhe wants. have differentroles. differentperspectives and 5. People hold .0 faMily can beintroduced here. ` Wile extended is anotherchild: She is also.amother to a eodmother the godfather. His/her Example: Similar with family also a sister,an auntjetc. Also close roles can bealluded to. responsibilities and of theextended family. friend may beshown as part

128 .con't. DifferingPerr;rK,ctives -

janitor, or aclerk. ,He is be a mechanic, adoctor, a the A father can treatment canbe doe with an uncle,etc. I% similar occupations which arc also a father, Introduce which a mother.plays. unfaMiliar. various roles well as thosewhich are familiar to targetchildren, as

O 4 4. M)TtRIAL 11/LINGUAT/:.4ICULTURAL

Cooperation STREET. in"ei liarrieor on-SESAME to cleanstreet Children cooperate their paint the trashcans in beautify theirblock: they Childrencooperate to neighborhood. to rakeleaves,, pick-up muralon anoutside wall, 'They cooperateto paint z paper andother trash: another how toplay cooperate toteach one other character Children ormuppet or guitar. \with thebaler°, the needingtranslator. Children cooperatein -Situation's lemonade on ahot day. Children cooperateto sell /, Both puttheir money perhaps a culturalitem.. Children want tobuy-something, cuchifrito. they bought. x, taco, together andshare what Rican dish. (see indexes). 0 to make aChixanoor Puerto *Characters cooperate which, is tooheavy-for either.. out how to .carryalunch pail Characters figure A pail ofwater. lunch pails arelarge). (Sane Spanish different :objectsin # identify cancoeperate,to .-, other characters i Children or .hake d'Oineof this. nglish andSpanish: You can foods,fruits,,,vegetables.. x. toys,cowboy gear,

Children cancooperate to: and inEnglish. ' in Spnish ...- p decode message. - (1), and inSpanish. given letter -in English beginning withoa (2) Identify words letters of thealphabet. (3) To identify isparhaps in abottle. (4) Toretric4e-r-A-rmy,sage-which party orameal., ; dishes for a bringing different Childrencooperate by different:parts for agame. Children canbeshewn contributing Ex., apin'ata, a soniething at theFix It' Shop. Cooperate' tohelp Luis make., , scare crow,a kite. for someone! Cooperate tomake a gift

A Mexicanleather purse. A Spanietgreeting card. A .pinatp. (a.tray, clay andpaints needed). A Spanishpiggybank, blouse, a shawl It Mexican for all ofthe above)., (Sec indexesfor specifics D/LTNGUAL/IICULTURALMATERIAL

Machines and Tools other.spanish speakingartifacts - clay potter's wheel-Mbxican and piggy'banks, dishes,jugs, platterS. clothing. spinqing.wheel - weaving.blankets, zarapes,

Tortilla pri,Ls. and Pestle; metate -used.for grinding. Molcahete- mortar shovd1. a:3 contrastedto tractor, hoe, Wooden plow 6

it and vegetable peelersand cutters.'

Tomato° picking mac tines:

Buildings and OtherStructures

dwellings which serve astomes. Show different multiple .apartment Single unit dwellingsas opposed to urban. conttruction of homes canbeintroduced. Different materialsused in the tiles roof, shingle,cement. Ex. wood-, stucco,brick, adobe, 0

131. ..: MATERIAL HTLTI:CJUA.V.iiCUTIIIVAL

Social Attitudes

Helpfulness .% translate. Child can givedirectionsand help ioi, help. motherbaby-sit. Child can helprepair,a broken

Generosity - objgcts with someoneelse. Foods, Character tan shareperhapssome cultural toys, game's,clothing etc. sent to himfrom far away. Can also shareletters and gifts

i Example:, enhanced* by 'providingactivities and. be learned and taking part Social attitudes can A fiesta, abirthday party, child participates. paper, paints _situations where part of ameal; or contributing in bringing adish Which makes up or a brushto make apainting. people in by meeting andinteracting with also developed :school Social attitedee are Rican arrivals),art exhibits, places such as the4irport (Puerto 9 qazes..- potlucks andbazaars, dances,

)_;

132 DII.INGHALHICULTURAerAITPTAL

the'Environment jagalitvof change: 1. Irreversible redwood forest,the erosion cutting or-burningof beautiful Show the. vegetation andpro,11ctive which.ensues duoto loss of

bf naturalres8nrceS: Interrelatedness and 2, down:of trees. building a houseand cutting Show a person in woods'becausehe ths houseis no longer Personrealizes that cut allthe trees. various plants, provided' from sunand wind by Show shelterwhich can be and trees.

Interrelatedness: .. 3. TLkindof between animalsand vegetation. Show therelationship dependenCe on foodand ourdependencecm their .. animals livethere, .t . animals. , Examples: grass andpeople con- worms,cows eat Snakes eatfly, birds eat sums bees. Pollination offlowers by planting, ofmale byalternating the Pollfination ofdate palms and femalepalms. create oxygen. Fish feed onplants and C.)

. . "short andtall ") fl close" withflowers and Teachr-concept of"open and

Pumpkin flower ,Morning Glory Hybicus

i 5 .. flower petal's. cs: of "few .andmany" with gradually removepetals 5. Teach. conceptdaisy, rose, orother flower, -Ex: .Using a many. the conceptsof few and illustrate

1 3 3 S

NI%

Tcont'd) panty ofthe Environment word concepts., theirenvironmentio teach 6. Use plants'and -''grows inqater. Seaweed .the water. Water lilies -grow over the ground CarrotS- under Ion) thd,ground. Watermelons -grow. over grow. ontrees. Oranges (ex. moss,fernt) Plants -grold'on rocks. cOco,tomatoes, such as trees,papaya, words withvisual objects 72 Match bananas,Mangos. avocado,.oranges,

4. 134 Conceptosde RelaCiOrt Concepts Relational Relacidn deCalidad 1. MismosMismas/ Tqqationshies iismocFlisaa, Qualitative Distinto,Distinta, . 1. Diferente;. Same/Different DistintoE.Distintas/I

Relacicfn deTamailO 2. ... grande, Grande,Grandes/ 0 SizeRelationships r/ elmas.grande, 2, masgrandes, ma Big/Bigger/Biggest as grandes, r. la pasBraude, los las masgrandes Pequenoq,pequellis/ Pequalo, Pequena pequelio ma's pequena,mas maspequeno, Small/Smaller/Fmallest pequellas/ elIrasrpequeno, mas mas poqualos, la maspeque5a, los las maspequelas Alto, Alta Bajo, Baja/

Short/Tall Canticle& Relation de Nifigunes . 3. Ningunos, Relationships Ninguno,Ninguna, Quantitative Algunos,Algunas '3. Alguno,Algtina, None Mas Some Lamayoria Todas More Todo, Toda,Todos, Most Menos All Lees Posicion 4. Relaci&de Encima de, atraN4's Sobre, Debajo, ,tiltr PositionalRelationships Junto a,Primer°, over, On,Through, Airededor, Fin Under, Principio, to, ,First, Arriba,'Abajo, Around,'Next Beginning, 'End Up, Down, Distancie 5. Relation de Alejado 40 Lejos\, Cercade, Relationships Cerca, 5. Distance 'As415r. from Tic Close to, Near, Far, Relation deTiempo 6. Ultimo Antes,Despues, Relationships Primer°, Fin 6. Temporal After, Prindipio, First, Last,Before, Siguiente, End Next,Beginning,

135 INDEXES OF INSTRUCTIONAL WORDS FOUND ,INTHE STATEMENT SPANISHEQUIVALLNT5 FOR ,i.".11S011 OF"SFSANE MEE T" GOALS FORl'Ers.,.;4th

SymbolicRep.:ec.;entation

C. Geometric Forms

. 4 circle - c(lrculo triangle trigngulo' square - y cuadrado rece4ngulo 'rectangl.=

1,Cognitive Crganization

B. 'Relational Concepts

Jr. 1. seme/different_ igual /diferente,distinto

2. Size Relationships

big/bignr/biggest grande grande/masgrande/el mes

*small/smaller/Smallest rIls-pequeiiho pequerio/mAsPequerio/el

short/tall perions).(1) bajito/alto(referring to Relationship 3. Quantitative -ninguno (a) (2) none,, - - alguno (a) (3) some more -mgs mayorra de' most ... la (a) (4) all - todo de (5) less - menos

Footnotes: depending on objectsrefdrred to. . tranglation'varies 1. (fem. plural), plpral) 2. ningunos, ningunas algOn,algfinos,,(masculine depending onantecedent, to 3. other forms plural) (masculine plural),todas (feminine 4. todos (less than) 5. Monos quo - 136

b Relstinnships 4. Positional object); "under" (if termprecedes an .debaio 'de debajo". under byitselCis "por precedes anobject); "over" sabre(icterm (encima dp, is "porencima". over by itself en 0 bn atravCs through glrepedor de around al ladode next to vrimerw(a) first ultimo (a) last arriba up abajo down. comienzo,principio beginning fin, final end

5. DiAance Relationships coca near ejos far cerca de close to lejos de away'from

s , Relationships 6. Temporal 6 primer° (a) first Ultimo (a) last antes (de) - before despuls after lamAximo,sigui:ente next principle,comienzo beginning fint'el final end

C. Classification

O 1. ,Sorting , tamano a: size figura form forma, 'b. el uso de c. function erase d. class cantidad e. gUantity

7 «111.406

Terms Conversational

hello bola good-bye adfod good morning buenos dias goodafternoon buenas tardes good night- good evening, buenas noches ! 'How are you? 4: C6mo astas? Pi4thank you. Bien gracias pleasd .porfavor thank you gracias . you're welcome de nada used for Xmasandbirthdays). congratulations. (also felicidades excuse me pardon,perdoname Vm'very sorry, Lo syntomucho.

auxilio Help!

. socorro danger peligro . stop pare

r 138 114 o....t.r..4 44'

Street" andiphrase's for"Sesame .Lists of words

. Come here. I Van aca. Open thbdoor (box)., Abre la puerta(caja).. -Close thewindow. Cierra laventana. door. Come inthrough that aqualla puerta. EntraTor exit. Leavethrough this Sal por,estasalida. Turn offthe light. Apaga laluz. TUrn on thelamp._ Prende lalampara. Wait for me aminute.

.;) Esperama unmomentito.' Give him(her) a kiss. Dale unibeso. Point to theeye." Seala el ojo. store. (I am going)X goto the Voy a latienda. She goes tothe drugstore. Ella va ala farmacia. (English). Shetheii speaks Spanish (ingles) . Ella (el)habla espanol

Vers di I am big. Yo soygranola. girl,. yoUng aore A boy, ayoung manIa ninalmuchacha unntio,muchachoLuna , small . pequeVo she ispretty. He iShandsome or gUapo (a) El es(Ella es) Animals -Birds

cabra, chiva - younggoat cabrita,cabritos- rooster gall° - hen galling - babychick poll to rabbit, conejo duck pato - o calf becerro - donkey burro - cochino puerco,marranor .pigeon 'paloma - crickets grillos dog , porro - cat gitto turtle. tortuga canary canario parrot cotorro(a), loro 1tods milk 40cht Cheese .queso. ice cream helado fruits. ,frutas Orange. naranja,china (PA.) pineapple pine apple 'maniana pear pera mango., mango guava guayaba Coconut cow banana guineo_(p i R.)platano (Mex.) soursop (P.R. guanabana sguenepa .gXsPes nvas melon melon 'watermelon sandia papaya :papaya meat carne chicken polio _fish pescado bread .pan butter manteguilla eggs huevos- Pork meat carne decerdo vegetables Verdura. sA76 707.1/77 4 1.114t.44' +47 \iv 'Malay

Tango

yeArs old. TOngo a&s, angry toraje l!aPPY alegria hungry hasib-re -, thirsty sed; sleepy It sueno sad

-! pens .I am sad, Estoy triste. I (tT:ie happy. Estoy alegre(contento) . I amsitting. . Estoy sentado. I amtired.

Estoy cansado. . .

I love you. Te amo. I hate you. Te odio. I love youverymud.. Te quieromacho. am crazyabout you. Me tienesloco. You are&Airing me crazy.

Give me a*kiss.. Dame ,un beso. I see with myeyes. Veo con lesojos. I. hear with anyears. Oigo con los.oidoe.t,

I haVe.aheadache. Me-duele la cabez . My arm'harts;

.01 el braze. Mirleg-harts. h. la pierna Touch your hand. Tocate la nano. ToUch your finger eldedo tics dedos), Touch your foot(feet): pies). .el pie (ics 'c-t-r .14441,401 7 4?" Point to youreye. olo. enale to 11 ear.

la (meld. Wreath.

a la boca. nose.

Hla nariz, hair.

el peac. is it?, What time 4 . 4Que horaes? 12noon mediamedio dia. Son lasdoce del midnight 'Es medianoche. lunch. lt istime for de almorzar Es bora 41, 11 111 supper.,

U " cedar. breakfast.

11 U " desayunar Today is es ',Soy Monday,Tumtdaiiiftinesday,, mantes,miercciles. Sunday lunes, riday,Saturday, viernes,.sai bado, domingo jueves, seeing. The eysare for . Los ojos sonpare ver. _Ears arefor hearing, arc -.. son para eating(speaking). Los oidos The mouthis for eerier(hablar). es para smelling. La boca The noseis for oler. harit ri para thinking. La. The headis for Para pensar.' La cabeza es fortouching. Thefingers are dedos-son paratocar. for'picking up. ,Ilos The handsare son pararecOger Los mans are forhugging. Q The arms . pare&raw.- . . toS brazos,.sen standing. The feetare for pararse. pies son para walkingi Los The legs arefor 4, Caminar. LsSpiernee-son para

1433 4 ,

fingers. I havefive

'Tangocinco dedos. it's cold.

mace frio., I'm cold.

Vongo,itio. It's warm.

Hamcalor. I'm hot.

Tengocalor. It is(something),cold.

Esta frio. It ishoi..

Estecaliente. it'sraining. lloviendo. Este 'It'ssnowing.

nctvando. Este 'It'sthundering.

Estetrolando.

s. I o...4Z i

tomatoes -tomatos poatoes S. 10Pas.. :Carrots c. zanahoria / beets remolacha corn maiz lettuce lechuga .watercress Vf berro avocado agUaCate peas guisantcs chicaros,- black eye peas frijoles(P.R.. 0 beans u (C) beans habichuelas(P.R.) rioa arroz soup sopa ;dessert' pCatre 'cake bizcocho torta,pastel, -- cookies.. galletitas:. i snow cones (PR) naspadas piragUas P.R.,S.A.'dishea

dishes 111 . {Mex., P.R.,S.A. p) lechOn asado(Mex, PR, (Max., S.A.) tortillas chicarrones.)Mex, PR,SA)

Chile (Mex) At PR, SA) arroz conpolio (Mex, carnitas (Kix) pastiles (Hex,PR, SA) enchiladas(Mex) Spanishdish) paella.(universal tacos (Mex)

145 alcapurrias(P.A.) , bacalaito(P.A.) :burrito(Vtex) pastelillbs(P.R.) stole pionono(P.R.) guacamole.(Max) caf:hiiritos(P.R.)

arroz conhabichuelas " gandules

.4- .Y.

146 r szt GAMES MECO!:

El 'Patiode Mi-Casa"

"Ttigue deCorneta"

"La Caraquena"

"pansereni"

"LaCarbonerig"

"Al Allmon" "LondonBridges" La Mar" "Al LaVibora de

"Dona Ana"

"Marobru"

"LasCortinasde-Ni

"Ambos aDos"

"La Pastora"

"La-6ojita"

"Brinca LaTablita" Pouring" "It'sRaining, It's "Qua Llneva"

MArroz ConLeche" "Tug ofWar" . Cebollita"

"A LosEncantados"'

"Candela"

"NaranjaDulce"

"DonaBlanca"

Veo, veo" Musical 3 .Instrumentos Musicales

marimba

guicharo

maracas

palitos, claves

guiro gourd castaiiuelas castanets

pandereta taMbourinE bongos bongoses

congas conga

timbales

- ocarina flute .. - f3.auta trumpet trompeta tuba . tuba

variations of the guitar. . cuatro , different sizes and number of, .1 tipple strings requinto t".: guitarrOn

guitarre guitar. violin ,violin harp arpa NS.

148 17, TOYS 111.11.0.JUGUETES .

*baler() (PR) canicas,bolitas, bolones top trompo rollerskates--,,,, .patines kite corneta(P.R.) papalote, (Mex.), Chiringa or ball pelota, bola bicycle bioicleta y doll muneca balloon globo, bombe baseball bat bate debeisbol glove quanta debeisbol catcher's mark careta " yoyo yoyo

149 Thing Different Terms forthe Sane

Other,P.R._and 'SpanishTerms Mexican English chiringa, cometa 'papalote kite s china naranjo-, orange bola, pelota pelota ball / . guagua carrion, autobus us;. frisac frazada cehlija blanket Y . -. piscina alberca -swimming pool guanajo, pavo s) - . - guajalote . . . . turkey . grama,hierba .. ,,, 'sacate grass . , mani hu ... caCaate, n peanut ,.. . . bandeja charola . . tray . , : . of Ililon-' zwilcakete (made ..,.. - 'nxmrtar, -volcanFrorock)'

J . . bolcar bolicho, bowling .., . .brillar zapatos_ bOlear iaPatos . Shine shoes . C4apas ...r-t CS fichas 4 . i ' 1 bottle caps. ,. . V. .4 . -11.dha Y . t.' ficha, . ,3 .counter usedin -.. 74 poker chip , -..;,. reckoning e.g, .... r

/:., lechuza, bubo,mucaro. . tecolote; lechpza howl - . .. , . rubib . gilei.o", blond s . naPa. \ pilori. :, that whichIs thrown . in.frec at theend of , abUsinesstransaction verja cerca fence

150 ,1

V Pre-Reading Skills

Letters - Matching, Recognition Labelling

In order for a child to be .02;kto.identifi a letter he

must be able to distinguish it from anyother letter. Practice

in pate,..ing identical letters fie]psto-focus the child's-attention

on t form at the letter.

Ma e associations when pogtible, e.g.,the letter S can look

a snake; the letter H can .looklike a house.

Talk about characteristics.of letter shapes.

B has is o bumps v C a piece misting

D has astraight.-Back

E has 3 lines sticking" out

4 has a place to Sit down, etd.

Vrite lots of differe nt sires a letteend explain that

though some are, big and some are Litt they-are all the saw letter,

e.g., AaA. 1.

Use both upper and lower case letters.

a. play sorting games using both upper andlower case letters.

1 b. have children match upper and lower case formsof-a letter ', cf / ... . .,. .. - - . re, . P ''r.. '0 . Note: It is-important for the child to l.,_ able to recognize both 4* upperand lower case forms of the leerr but it is notricceSirY.to'

always refer to the letters as aliital or lower case.. It is eno4gh

for the child to know that T and t re the same letter.

151 .