sid the science kid

sid the science kid

The Educational Impact of the TV Show ‘Sid the Science Kid’

1. Introduction to ‘Sid the Science Kid’

This project presented an opportunity for both readers and authors. Readers have access to not only descriptions of research but also educational materials that can be used with a television program that has a successful track record both in production and in research studies. Authors have available off-the-shelf educational materials, design principles for science-focused educational television, and encouragement to create and test their own interventions, given that the project has a “largely successful” educational outcome.

In 2008, PBS launched an educational television show, Sid the Science Kid. Throughout its run, the program employed science curriculum specialists to correlate the television content with preschool science education standards, and after the series ended, a website was created with related educational materials for parents and educators. The production identifies a number of reasons why a science educational program at the preschool level was so difficult to create and then how its principles could be modified for use in a variety of educational venues.

2. Theoretical Framework: Educational Theories and Concepts in ‘Sid the Science Kid’

As children’s educational rights are constantly monitored, children’s TV programming is under stringent observation. Regarding research to improve the effectiveness of beneficial educational television, educational concepts are sometimes summarily incorporated. Educational theories do not necessarily inform the conceptualization of the non-educational aspect of arts, music, and entertainment programs, commercial programming, church services, or cable talk shows, for kids/children. This would also provide liberalism, adult development, cultural synergism, and support for religious institutions, etc. To ensure that all original online scientific content fosters both character development and financial opportunities, educational theory should also pioneer the development. Because there is so much regulation, educational TV programming is also an exciting and productive lead for the news community, advertisers, and financiers that control the message receiving audiences. The mandated educational programming description is based on the assumption that a producing station can ascertain whether content is suitable.

The FCC insists that: Broadcasters must not charge too high a rate for airtime for the shows deemed to be educational by the Commission, even if the show is shown to pre-schoolers. Such programs must not be interrupted by community affairs programming. Educational shows must be shown at a regular time, on a regular basis, between 7:00 a.m. and 10:00 p.m. to be subject to a kid’s show programming guideline. Educational shows must air for a minimum amount. Broadcasters must self-certify the educational and informational programming by stating the accompanying reports as part of their Lady Bird TV Act renewals or applications. Compliance is determined by substantial evidence of benefit. Addressable issues are affirmed by the FCC. If the standard helps the issues, it may be modified. The commission and advisory committee attempt to give detailed discussion of the reasons for such a conclusion. For children, affirmed issues include such things as inhibits image, development of talent, visibility, or understanding. Educational shows must follow stringent requirements when including commercial breaks. Ads must be clearly separate from the show and identify prevailing consumer products, a commercial URL, or a premium number, leading to commercial products not associated with the show. Educational shows are shown to have specific attention for minimum developmental stages. Educational shows must include non-commercial program announcements that refer viewers to the list of the company that created the service.

As discussed before, the educational content corresponds to the concept of science learning dialogues. Original scientific content includes concept learning experiences. The productive document includes the character’s problem solutions used to construct the narrative. Narratives become the vessel for TV viewers to access help in constructing new learning experiences. They project themselves into the characters and then develop solutions to personal problems and personal fears. The developmental aspect corresponds to how the narrated content parallels the way the real-life educational audience progresses through the dialogues addressed in the TV show. In the context of a narrative TV show, the educational goal is to persuade an audience, mainly made up of children, to use both verbal and non-verbal dialogues to strengthen essential learning skills at a young age. For children’s safety, the media can now be regulated. Broadcast design and writing guidelines have been established to ensure beneficial learning experiences. All original educational messages intended for children up to 12 years of age must be positive.

3. Impact of ‘Sid the Science Kid’ on Children’s Learning and Development

Data reported here are from a pretest posttest study that uses information from an incoming class of kindergarten students and their primary adult caregiver to explore what children learn from a science-themed TV show when provided with tools for mediation. By analyzing child and adult survey data, researcher reports of children’s behaviors, and diary summaries from both children and adults who view ‘Sid the Science Kid’, I contribute to the literature on children and television by showing how a high-quality science TV show can be positively associated with children’s learning and discussing science vocabulary. The consistent children’s learning that research suggests is positively related to science TV show exposure indicates the potential for ‘Sid the Science Kid’ to influence learning and prospective attitudes about STEM. Keep in mind that these research findings are based on parent-selected children’s viewing of ‘Sid the Science Kid’.

To increase our understanding of both children’s learning and their socialization into scientists and engineers, a natural next step is to explore the way children’s media might affect children’s learning in these areas. Educational television continues to be a part of children’s media diets, providing a meaningful context for research on its effects on children’s early science learning. Many educational TV shows are designed to promote learning through communication about the show; this is certainly the case for the science-themed TV show ‘Sid the Science Kid’, which provides opportunities for adults and children to explore science concepts. However, relatively few studies have investigated the effects of educational science media content since the 1990s, and even fewer studies focus on the potential of positive effects.

4. Parental and Educator Perspectives on the Show

It was also noted that this early childhood education television show was featuring school-related activities, which encouraged families to talk with their children about school. One mother noticed that the show talked a lot about things the kids might actually experience in school. The program’s timing helped her talk with her children about stuff they might actually do in the classroom or about things they had done. Another parent talked about how Sid talked openly about friends getting sick and about what happens in that situation. This sort of reminded her of being in child care, in kindergarten or when older brothers were in school, where kids got sick and missed school.

Several participants agreed that Sid was all about question-asking and that children needed to develop that skill. “I think it really gets him curious.” Another parent observed how his children liked to imitate, acting out what they had learned. “They’re sort of emulating Sid when they’re trying to figure out the answer. So in their play, that became kind of a role model language for asking questions and telling you about it.” This view was echoed by an educator who observed, “I think it’s a fun show in terms of emphasizing curiosity, which is often lacking in kids. I think it can be a good thing.”

5. Recommendations for Maximizing the Educational Benefits of ‘Sid the Science Kid’

1. Involve parents, caregivers, and other stakeholders in the curriculum decisions. These stakeholders have an inherent interest and investment in children’s success, well-being, and school readiness. Their involvement contributes to a more complete understanding of children’s strengths and areas in need of development and can guide meaningful responses to those needs. 2. Ensure that the Sid The Science Kid’s parent and educator resources are easy to find and use. Promote and distribute Sid The Science Kid resources and messages using trusted sources and channels. 3. Integrate important messages into the context of children’s positive, playful experiences. Embed education and supportive messages into the flow of the existing well-received and widely viewed television program and its related educational and parent resources. This involves taking full advantage of the power and reach of the media, ensuring wide and varied uses of television, toolkit activities, music, website, and computer games, as well as working with others to integrate materials, messaging, and activities.

Sid the Science Kid is intended to be an educational entertainment product, cherished by parents and educators alike, for its offering to engage young children in the scientific process, as reflected by Sid, his friends, and the flesh and blood children observed in the learning science interstitials. To build on its educational benefits, we ask the producers of Sid the Science Kid to incorporate, to the extent possible, recommendations provided by this study, as well as the National Association for Children’s Behavioral Health, the Children and Family Names Educational and Developmental Center at Georgetown University Hospital, the Center for Early Educational Care and Education at American University, and the New York University Child Study Center. These recommendations can assist Sid the Science Kid in achieving its full potential.