Works Cited

Alloway, Tracy Packiam, Skyler Williams, Britney Jones, and Fiona Cochrane. 2014. “Exploring the Impact of Television Watching on

Vocabulary Skills in Toddlers.” Early Childhood Education Journal 42 (5): 343–49. ^

With the rising precedence of television consumption in young children, Alloway et al conducts a study researching the effects of children’s television on the development of vocabulary skills. They conducted their research by studying the television content toddlers from age 2 to 3 watched in British childcare centers and its effects on the children’s vocabularies. In their studies they also included key variables such as reading habits. I plan to use the results of the study in my paper to show educational television’s impact on children’s vocabulary. I can use this source in conjunction with Singer’s article, since they both touch upon vocabulary.

Anderson, Daniel R., and Stephen R. Levin. “Young Children's Attention to ‘Sesame Street.’” Child Development, vol. 47, no. 3, 1976, pp.

806–811. ^

Anderson et al’s study focuses on children and the attention they provide to specific television shows. In this article they specifically look at Sesame Street and what attracts children’s attention to it. This article looks at the function of age, sex, and the presence or absence of different auditory and visual characteristics presented in television programs. I can use this article in conjunction with the Kearney article as they both discuss the content in Sesame Street. I can use this article to look at the many tropes contained in educational television and compare them to those in my primary sources.

Bear in the Big Blue House. Created by Mitchell Kreigman, performances by Noel MacNeal, Peter Linz, Tyler Bunch, and Vicki Eibner,

Disney, 1997 – 2006.

Cahill, Maria, and Jennifer Bigheart. "What Can Librarians Learn From Elmo, Sid, and Dora? Applying the Principles of Educational

Television to Storytime." Knowledge Quest, vol. 44, no. 3, 2016, pp. 49 - 57. ^

Cahill looks at many different children's educational television shows and how librarians and parents can incorporate the themes and ideas presented in such shows to maximize the educational benefits of storytime. The article does this by looking at the following themes and ideas: problem solving skills, knowledge of world cultures, and specific literary skills. Some literary skills presented in the article are vocabulary, spelling, and oral language skills. To demonstrate these skills represented in media Cahil references shows such as PAW Patrol, Elmo and Friends, and Between the Lions. I plan to use this article to introduce and expand upon some of the common tropes found in children's educational television.

Care Bears. Created by Linda Denham and Elena Kucharik, performances by Billie Mae Richards, Jayne Eastwood, and Janet Laine-Green,

Global Television Network, 1985 – 1988.

Christensen, Claire G., and Carol M. Myford. "Measuring Social and Emotional Content in Children’s Television: An Instrument

Development Study." Journal of Broadcasting & Electronic Media, vol. 58, no. 1, Jan. 2014, pp. 21 - 41. ^

Christensen's article examines how children's television effects social and emotional learning in young children. In her study, Christensen analyzes about 80 children's educational television episodes and determines what social and emotional learning skills are presented in each. She then rates each episode based on the content presented to find episodes that optimize in their ability to convey social and emotional learning concepts. Some concepts used to determine educational and social learning are social and decision making skills. I plan to use the knowledge portrayed in this article to examine episodes of Dragon Tales, Bear in the Big Blue House, and Care Bears to determine whether they present the knowledge necessary to help in the development of children's social and educational learning.

Dragon Tales. Created by Ron Rodecker and Jim Coane, performances by Andrea Libman,Danny McKinnon, Aida Ortega, Ty Olsson,

Chantal Strand, Kathleen Barr, and Jason Michas, PBS Kids, 1999 – 2005.

Jensen, Jacob D., Nicole Martins, Jeremy Weaver, and Chelsa Ratcliff. "Educational TV Consumption and Children’s Interest in Leisure

Reading and Writing: A Test of the Validated Curriculum Hypothesis." Journal of Broadcasting & Electronic Media, vol. 60, no. 2, June

2016, pp. 213 -230. ^

Jensen's article examines the correlation between children's TV consumption and literary skills. He looks at the many conflicting results of prior research and tries to determine the causation. He does this by looking at educational children's television shows and non-educational children's show to compare their effects on children's literacy. To test this hypothesis Jensen takes a survey of kids between fourth and fifth grade to assess their educational TV consumption and leisure reading behaviors. I plan to examine his results and use it to explain how educational television helps children develop important skills. I can use this in conjunction with some of my other sources.

Kearney, Melissa S., and Philip B. Levine. "Early Childhood Education by Television: Lessons from Sesame Street." American Economic

Journal, Vol. 11, no. 1, Jan. 2019, pp. 318–350. ^

Kearney et al. in their article they investigated whether preschoolers exposed to Sesame Street when it aired in 1969 had improved educational outcomes. They looked at the varying geographic locations in which Sesame Street broadcasted to take into account the different viewing demographics. Their results show that overall that Sesame Street improved school performances. I plan to use this source when examining the various tropes produced in educational children’s television and how they may relate to the results provided in the article. I also plan to use this source in conjunction with Anderson et al’s article on Sesame Street as the two topics presented in each article support each other well.

Lillard, Angeline S., Marissa B. Drell, Eve M. Richey, Katherine Boguszewski, and Eric D. Smith. "Further Examination of the Immediate

Impact of Television on Children’s Executive Function." Developmental Psychology, vol. 51, no. 6, June 2015, pp. 792 - 805.

Lillard's article examines executive function and how different types of children's media effect it. The article examines three different studies that show how 4 to 6 year-olds were effected by the content they watched. The results showed lower results of executive function in children who watched non-educational TV shows than those who watched educational programming. I plan to use this piece in conjunction with Amy Nathanson's article "The Relationship Between Television Exposure and Executive Function Among Preschoolers" to showcase the importance of educational television compared to that of non-educational television. I can also use this source in conjunction with my primary sources.

Nathanson, Amy I., Fashina Aladé, Molly L. Sharp, Eric E. Rasmussen, and Katheryn Christy. "The Relation Between Television Exposure

and Executive Function Among Preschoolers." Developmental Psychology, vol. 50, no. 5, 2014, pp. 1497 - 1506. ^

Nathonson's article is a study investigating the relations between television exposure during preschool years and the development of executive function. She did this by collecting data from 107 parents who gave information on their children’s television viewing habits, the child's background television exposure, the exposure to specific televised content, and the child's age in which he or she began watching television. She and her team of researchers assessed preschoolers executive function through one-on-one interviews. Through her research Nathonson determines executive function is important for continued research on the effects of media upon young children. I plan to use this piece in conjunction with Lillard's article "Further Examination of the Immediate Impact of Televison on Children's Executive function" to further explain the importance of providing educational media to young children.

Poole, Harrison Grant. “Repurposing Principles and Successful Pedagogical Techniques from Mister Rogers’ Neighborhood for the Early

Childhood Music Classroom.” General Music Today, vol. 31, no. 2, Jan. 2018, pp. 5–11. ^

Poole's article examines communication techniques and application of music used in Mister Roger's Neighborhood and examines how teachers could apply the techniques used in the show to maximize learning efficiency. Some of the skills Poole examines are communicating with children, routine making, managing expectations and transitions, presenting concepts through multiple formats, and exposing children to our multicultural world. Poole also shows how music can be used as a tool to present information. I plan to use this article to help me examine music as a commonly used trope in children's educational television. I can also use this piece in conjunction with Christensen's article as many of the examples from Mister Roger's Neighborhood present ideas used in social and emotional learning.

Sesame Street. Created by Joan Ganz Cooney and Lloyd Morrisett, performances by KevinClash, Ryan Dillon, and Jerry Nelson, Caroll

Spinney, PBS kids, 1969 – present.

Singer, Dorothy G. "Television and Its Potential for Imagination." Televizion, Vol. 1, no. 16, 2003, pp. 1-7. ^

Television is the most favored form of electronic media for young children. With young children watching 4 to 5 hours of television a day, Singer portrays in her article the correlation between educational children’s television programming and imaginative play in children. Singer examines content from educational children’s media such as Barney and Friends, Blues Clues, and Sesame Street to give examples of how these shows integrate into imaginative play. This article examines the tropes that appear throughout educational children’s shows and even goes into how these shows integrate social learning within them. On that note this article can work easily in conjunction with Christensen’s article on social learning within television.