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This volume--a collection and synthesis of key research studies since the program's inception over three decades ago--serves as a marker of the significant role that Sesame Street plays in the education and socialization of young children. Editors Shalom M. Fisch and Rosemarie T. Truglio have included contributions from both academics and researchers directly associated with Sesame Street, creating a resource that describes the processes by which educational content and research are integrated into production, reviews major studies on the impact of Sesame Street on children, and examines the extension of Sesame Street into other cultures and media. In the course of this discussion, the volume also explores broader topics, including methodological issues in conducting media-based research with young children, the longitudinal impact of preschoolers' viewing of educational versus non-educational television, and crosscultural differences in the treatment of educational content.

As the first substantive book on Sesame Street research in more than two decades, "G" is for Growing provides insight into the research process that has informed the development of the program and offers valuable guidelines for the integration of research into future educational endeavors. Intended for readers in media studies, children and the media, developmental studies, and education, this work is an exceptional chronicle of the growth and processes behind what is arguably the most influential program in children's educational television.

Tabla de contenidos provista por Syndetics

• Foreword(p. xi)
• Introduction(p. xv)
• Part I Integrating Research and Educational Content Into Production
• 1 The Beginnings of Sesame Street Research(p. 3)
• 2 Creation and Evolution of the Sesame Street Curriculum(p. 25)
• 3 Formative Research Revealed: Methodological and Process Issues in Formative Research(p. 39)
• 4 The Varied Role of Formative Research: Case Studies From 30 Years(p. 61)
• Part II Impact of Sesame Street
• 5 A Review of Research on the Educational and Social Impact of Sesame Street(p. 83)
• 6 The Early Window Project: Sesame Street Prepares Children for School(p. 97)
• 7 Does Sesame Street Enhance School Readiness?: Evidence From a National Survey of Children(p. 115)
• 8 Sesame Street Viewers as Adolescents: The Recontact Study(p. 131)
• Part III Extending Sesame Street: Other Settings, Other Media
• 9 The World of Sesame Street Research(p. 147)
• 10 The Role of Sesame Street-Based Materials in Child-Care Settings(p. 181)
• 11 Carrying Sesame Street Into Print: Sesame Street Magazine, Sesame Street Parents, and Sesame Street Books(p. 197)
• 12 Interactive Technologies Research at Children's Television Workshop(p. 215)
• Part IV Conclusion
• 13 Why Children Learn From Sesame Street(p. 233)
• Afterword(p. 245)
• About the Authors(p. 247)
• Author Index(p. 253)
• Subject Index(p. 259)

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CHOICE Review

This volume deals with research conducted for Sesame Street productions, including television shows, print materials, and software. When Sesame Street began, it was groundbreaking to combine research and production in the creation of a television program that would prepare inner city youth for school. It has become an international, multicultural show with a magazine, parents' newsletter, Web site, CD ROMs, and interactive media. General curriculum goals are summarized as "symbolic representation, cognitive processes, the physical environment and the social environment." The book's concluding section answers the question, "why children learn from Sesame Street" expanding on "a detailed curriculum, appeal, explicitness and concreteness, child-centered and child-relevant content, repetition and reinforcement, relevant content, repetition and reinforcement, modeling and identification, involving viewers and the role of participation, and ongoing formative and summative research." This very detailed volume is a comprehensive, reliable source of information about Sesame Street's children's programming. Of interest to people studying not only Sesame Street, but also early literacy and the role of television and technology in children's learning. Recommended for upper-division undergraduates, graduate students, and researchers/faculty. S. Woods Harvard University