benefits of media and the learning triangle -...

Benefits of Media and the Learning Triangle®

Learn how to combine children’s television, books, and hands-on activities to support your child’s learning.

© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use. Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.

This introductory workshop is designed to provide parents and child-care providers with an awareness of the PBS Ready To Learn Learning Triangle (View, Read & Do) and the educational value of public television. Learn how to incorporate quality television, literacy, and activities to support learning.

This workshop includes the following sections:

Learning Triangle Activity Sheet Why Is This Important to My Child? What Can I Do for My Child? Book List Activities Additional Resources


Special Thanks

KBYU Eleven gratefully acknowledges the following individuals and organizations that contributed to the design and creation of this workshop and the thousands of workshop participants whose questions and suggestions inspired our work: Stephanie Anderson, Carrie Allen Baker, Barbara Leavitt, Aubrey McLaughlin, Theresa Robinson, Public Broadcasting Service, and United Way of Utah County.

© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use. Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation. 2

KBYU Eleven Ready To Learn® FAQs

What Is KBYU Eleven Ready To Learn?

Children are born equipped for learning. Parents and caregivers can help children enter school with the essential skills and knowledge they need to be ready to learn. KBYU Eleven provides children and parents with three related services:

1. Quality educational television programs. Children who consistently watch these programs enter school better prepared to learn, and once in school they perform at a higher level.

2. A safe and fun online environment offering engaging activities, games, and videos that teach and reinforce key skills and concepts.

3. Online video workshops that provide insights into how children develop and demonstrate how to combine media with reading and hands-on activities to greatly enhance children's learning.

What Is the Purpose of the KBYU Eleven Ready To Learn Workshops?

The 12 KBYU Eleven Ready To Learn workshops help parents become their child’s first and best teacher. The workshops were created over several years by experts in early childhood education and offered in partnership with schools, libraries, and community organizations throughout Utah. In creating these workshops KBYU Eleven built on the national Ready To Learn initiative sponsored by the U.S. Department of Education, the Corporation for Public Broadcasting (CPB), PBS, and the Ready To Learn Partnership (RTLP). You can learn more about the national Ready To Learn effort at pbskids.org/read/about.


http://pbskids.org/read/about

What Are the 12 KBYU Eleven Ready To Learn Workshops?

1. Benefits of Media and the Learning Triangle

2. Rhymers Are Readers: The Importance of Nursery Rhymes

3. Music Is a Must!

4. Storytelling: You Can Do It!

5. The Brain: How Children Develop

6. The FUNdamental Powers of Play

7. What Do You Do with the Mad That You Feel?

8. Who Is My Child? Understanding Temperament

9. Math Is Everywhere!

10. Learning Through the Early Years: The Benefits of Repetition and Variation

11. Shared Reading: Tools to Bring Literacy to Life

12. Building Blocks: The Sequence of Emergent Literacy Skills

How Can I Participate in a KBYU Eleven Ready To Learn Workshop?Video versions of the workshops are available online at no charge. While they are sequentially based—with each workshop building on the previous one—they can also be viewed independently. To watch a workshop, visit kbyueleven.org and click on Ready To Learn under the Kids & Family section.

What Are the Four Areas of Child Development? 1. Cognitive development includes thinking, information processing, problem solving,

remembering, decision making, understanding concepts, and overall intelligence.

2. Physical development is rapid following birth as children learn to control large and then small muscle groups. The sequence of stages is important, and providing an environment children can physically explore while they are growing is critical to all ages.

3. Language development is most intensive during the first three years while the brain is developing rapidly and is stimulated most by exposure to sights, sounds, and being talked to.

4. Social/emotional development is critical to all other areas of development, because how children perceive their world (their ability to give and accept love, be confident and secure, show empathy, be curious and persistent, and relate well to others) affects how the brain physically develops and how they learn and process information.


Benefits of Media and the Learning Triangle

The Learning Triangle is a three-part learning pattern that helps reach all types of learners by teaching through a variety of activities.

The three points of the Learning Triangle are View, Read, and Do.

VIEW with your child an educational program that teaches a concept or skill.READ with your child age-appropriate books that reiterate the new concept or skill.

DO an activity that reinforces the concept or skill and allows your child to practice what she or he has learned.

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As you use the Learning Triangle you will see how each point reinforces the others. The workshops provide suggested Learning Triangle activities, but more important, they teach you how to build your own learning triangles to best meet the needs of your child.

How Do Children Learn?The Learning Triangle is built on how we learn. Using our senses we gather information and then process it into our memory. Some learners rely more on one sense than another.

• Auditory learners use their sense of hearing. They process information better when they can hear the information.

• Visual learners use sight as a key tool for processing information.

• Kinesthetic (or hands-on) learners process information best by physically performing a task that incorporates the new information.

While learners can have a strong affinity to one type of learning, it is more effective to teach using a combination of all three. As a parent or caregiver, it is important to understand what types of learning work best for your child so that you can guide them to become better learners. For young children, ages 0–3, learning is holistic, meaning that they use all three types of learning. PBS developed the Learning Triangle to help reach all types of learners and enhance their learning through repetition. According to Dr. Bruce Perry, repetition is key to the development of a child’s brain. Repetition leads to skill mastery, which increases confidence and builds self-esteem.

What Is the PBS Learning Triangle®?


Learning Triangle Activity Sheet

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“Media literacy is the ability to use all kinds of media (television, movies, radio, internet, video games, etc.) with specific goals in mind. A media-literate person will consciously choose what to watch rather than simply flipping channels; they will be mindful of the messages being sent in the media and the impact those messages have on them; and they will talk to their children about these media messages. It is important to teach children these same skills in order for them to also become media literate.” (DeGaetano & Bander, pp. 30–31).

I Like Me by Nancy Carlson

“Francine’s Bad Hair Day,” from Arthur

Write a letter to your child about positive qualities you see in him or her, and mail it.


Why Is This Important to My Child?

Cognitive DevelopmentTelevision can be beneficial by sparking new ideas and helping to develop children’s imaginations. But remember, children need to use all of their senses in order to develop higher brain functioning. They don’t get to touch, taste, smell, or sometimes even hear while watching 2-D images on the television or computer screen. “Viewing is not doing” (DeGaetano & Bander, p. 6).

Screen images do not require the brain to unlock the meaning of words. Children also need to practice speaking, listening, reading, and writing.

Physical DevelopmentChildren need to exercise regularly to develop a healthy heart and healthy lungs as well as to build muscle and to prevent childhood obesity. They won’t get this needed exercise sitting in front of a television or computer!

Spending too much time watching television as a child can lead to problems later in life, such as high blood pressure and diabetes.

If your child seems hyperactive, he or she may be spending too much time in front of the TV. Watching television requires only the sight and hearing senses. The other senses remain unused while these two are overstimulated.


ReferencesDeGaetano, G., & Bander, K. (1996). Screen smarts: A family guide to media literacy. Boston: Houghton Mifflin Company.Levin, D. E. (1998). Remote control childhood? Combating the hazards of media culture. Washington, DC: National Association for the

Education of Young Children.Singer, D. G., Singer, J. L., & Zuckerman, D. M. (1990). The parent’s guide: Use TV to your child’s advantage. Reston, VA: Acropolis

Books Ltd.


Why Is This Important to My Child?

ReferencesDeGaetano, G., & Bander, K. (1996). Screen smarts: A family guide to media literacy. Boston: Houghton Mifflin Company.Levin, D. E. (1998). Remote control childhood? Combating the hazards of media culture. Washington, DC: National Association for the

Education of Young Children.Singer, D. G., Singer, J. L., & Zuckerman, D. M. (1990). The parent’s guide: Use TV to your child’s advantage. Reston, VA: Acropolis

Books Ltd.


Social/Emotional DevelopmentChildren need to learn to entertain themselves. Watching television does not allow a child the opportunity to decide what he or she will play.

While watching television, children are focused on external things, rather than thinking about their own thoughts and feelings. They need quiet time to reflect and to develop a sense of themselves.

Characters in television, movies, and computer games often solve their problems with violence. Viewing such programming can be related to aggressive behavior in children, as well as a failure to practice skills like cooperation, sharing, and compromising.

Violence in the media can also decrease children’s sensitivity to others’ suffering and teach that it is acceptable to treat others unkindly.

Children can also begin to feel unsafe and insecure when they view media that contains put-downs, hurtful stereotypes, and devious behavior.

Often on television, adults are portrayed as incompetent or unsupportive, which can discourage children from trusting in the adults—even teachers and parents—in their lives.


What Can I Do for My Child?


For Babies to Toddlers (0–2 years)• It is recommended that children under age 2 should not be exposed to any television.• If your child does watch TV, watch with him or her. Talk about what is happening.• Avoid shows that may be frightening to your child. If he or she is scared, offer a toy or

physical comfort.

For Toddlers (2–4 years)• Ask questions about the TV shows your child is watching. Even if they have already seen

it many times, they may still be learning. Teach them new words as they answer your questions.

• Watch TV shows that have songs, and sing and dance with your child as you watch.• Encourage your child to imitate characters when they jump, clap, hop, or perform other skills.• Avoid TV shows that teach racial, gender, or even age stereotypes.• Try to have a daily routine so your children know when it is ok to watch TV and when it is

time to do other things.• Children this young have trouble distinguishing fantasy from reality; so avoid shows that

may be frightening to your child. • Allow your child to use his or her imagination. Ask about the TV shows they watch, and let

them make up new endings or plot developments.

For Older Children (4–5 years)• While watching a show, ask your child what he or she thinks will happen next.• When your child needs quiet time, find other ways for him or her to spend it rather than just

watching TV.• Choose TV shows that teach cause and effect and sequencing or categorizing skills. Practice

these skills after you watch the shows.• Talk to your children about why characters do what they do and whether their actions are

right or wrong.


Book List


A You’re Adorable Martha Alexander SequencingABC I Like Me! Nancy Carlson Social/EmotionalAll My Own Work! Carole Armstrong ImaginationAnimalia Graeme Base SequencingAnimals Should Definitely Not Wear Clothing Judi Barrett ImaginationBig Red Barn Margaret Wise Brown SequencingBiggest, Best Snowman, The Margery Cuyler ImaginationBunny Day Rick Walton SequencingBuzz Said the Bee Wendy Cheyette Lewison SequencingCaps for Sale Esphyr Slobodkina SequencingCarrot Seed, The Ruth Krauss Social/EmotionalCheerios Counting Book, The Barbara Barbieri McGrath SequencingChimps Don’t Wear Glasses Laura Numeroff ImaginationClick, Clack, Moo: Cows That Type Doreen Cronin ImaginationCloudy with a Chance of Meatballs Judi Barrett ImaginationCommotion in the Ocean Giles Andreae SequencingCookie’s Week Cindy Ward SequencingCows Can’t Fly David Milgrim ImaginationDiary of a Worm Doreen Cronin SequencingDogs Don’t Wear Sneakers Laura Numeroff ImaginationEach Peach Pear Plum Janet and Allan Ahlberg SequencingFive Little Bats Flying in the Night Steve Metzger SequencingFive Little Monkeys Bake a Birthday Cake Eileen Christelow SequencingFive Little Monkeys Jumping on the Bed Eileen Christelow SequencingFive Little Monkeys Sitting in a Tree Eileen Christelow SequencingFive Little Monkeys Wash the Car Eileen Christelow SequencingFive Little Monkeys with Nothing to Do Eileen Christelow SequencingFive Little Sharks Swimming in the Sea Steve Metzger SequencingFlea’s Sneeze, The Lynn Downey SequencingGiggle, Giggle, Quack Doreen Cronin ImaginationGiraffes Can’t Dance Giles Andreae ImaginationGrumpy Morning, The Pamela Duncan Edwards SequencingHarold and the Purple Crayon Crockett Johnson ImaginationHarold at the North Pole Crockett Johnson ImaginationHarold’s ABC Crockett Johnson ImaginationHarold’s Circus Crockett Johnson ImaginationHarold’s Fairy Tale Crockett Johnson ImaginationHarold’s Trip to the Sky Crockett Johnson ImaginationHippos Go Berserk! Sandra Boynton SequencingHow Are You Peeling? Saxton Freymann Social/Emotional

Title: Author: Subject:


Book List

I Like Me! Nancy Carlson Social/EmotionalI Went Walking Sue Williams SequencingIf You Give a Moose a Muffin Laura Numeroff SequencingIf You Give a Mouse a Cookie Laura Numeroff SequencingIf You Give a Pig a Pancake Laura Numeroff SequencingIf You Take a Mouse to School Laura Numeroff SequencingIf You Take a Mouse to the Movies Laura Numeroff SequencingIf You’re Angry and You Know It! Cecily Kaiser Social/EmotionalK Is for Kissing a Cool Kangaroo Giles Andreae SequencingKing Bidgood’s in the Bathtub Audrey Wood ImaginationKissing Hand, The Audrey Penn Social/EmotionalKoala Lou Mem Fox Social/EmotionalLittle Mouse, the Red Ripe Strawberry, and the Big Hungry Bear, The Audrey Wood ImaginationMiss Moo Goes to the Zoo Kelly Graves SequencingMiss Smith’s Incredible Storybook Michael Garland ImaginationMoosetache Margie Palatini ImaginationNapping House, The Audrey Wood SequencingNever, Ever Shout in a Zoo Karma Wilson ImaginationOver in the Meadow Illustrated by Ezra Jack Keats SequencingPancakes, Pancakes! Eric Carle SequencingPicture for Harold’s Room, A Crockett Johnson ImaginationPocket Full of Kisses, A Audrey Penn Social/EmotionalRabbit’s Pajama Party Stuart J. Murphy SequencingRuby in Her Own Time Jonathan Emmett Social/EmotionalSo Many Bunnies Rick Walton SequencingTacky the Penguin Helen Lester Social/EmotionalTen Sly Piranhas William Wise SequencingThese Hands Hope Lynne Price Social/EmotionalThree Little Wolves and the Big Bad Pig, The Eugene Trivizas ImaginationTrue Story of the Three Little Pigs, The Jon Scieszka ImaginationVery Hungry Caterpillar, The Eric Carle SequencingWay I Feel, The Janan Cain Social/EmotionalWe All Went on Safari Laurie Krebs SequencingWemberly Worried Kevin Henkes Social/EmotionalWhat Aunts Do Best/What Uncles Do Best Laura Numeroff Social/EmotionalWhat Grandmas Do Best/What Grandpas Do Best Laura Numeroff Social/EmotionalWhat Mommies Do Best/What Daddies Do Best Laura Numeroff Social/EmotionalWhoever You Are Mem Fox Social/Emotional

This is a small reference sample of books that can be found at your local library.


Title: Author: Subject:


Activities


Quiz Yourself! Do You Think These Statements Are True or False?• Television can be harmful to children.

Television can be a positive, educational force in your child’s life. Studies also show that watching too much TV can be harmful. Too much of any activity, including TV, doesn’t allow enough time for children to develop mental, physical, and social skills.

• Most parents are aware of what their children are watching.It may be difficult to know what children are watching all of the time. A recent study suggests that when children are prohibited from watching a specific program, they will seek out that program at a friend’s house. Parents may have a better idea of their children’s media consumption when they coview and engage in discussions with their children.

• Most children are capable of distinguishing fantasy from reality.This depends on the child’s developmental stage. Young children do not know the difference between programs and commercials. This can be especially difficult when a commercial uses a cartoon character to sell a product. Young children who watch the news may become fearful of the world because they do not know if something is happening out in the world or in their own backyard.

• I can feel safe allowing my child to watch anything that is animated or a cartoon.Many of these shows teach violence as a way to solve problems. Children who watch violent programming are more likely to act more aggressively and less sensitively.

• Face it, the television is a great babysitter.Most people occasionally use the TV as a babysitter. It is important to know what your child is watching and to view it with him or her when possible. However, over 90 percent of children’s viewing time is spent watching programs designed for adults. Make sure you are making the best choices for your children, especially when you are not able to view with them.

• Children learn from television.Television educates! Children are impressionable and learn through imitation and repetition. Television can teach unacceptable behaviors, such as stereotypes, conflict resolution through violence, etc. It can also be a positive and educational tool. It can take your child to places he or she could not otherwise visit: the moon, the top of a volcano, or back in time!


Activities


Cut and paste! Which animals belong in the zoo? Which animals belong on a farm?


Activities


Cut and paste!Using the picture on the next page, put these cards in order.

What happens first? What happens last?


Activities



Activities


Robin Williams and Elmo video clipwww.youtube.com/watch?v=n0v5TIbTG9Q


http://www.youtube.com/watch?v=n0v5TIbTG9Q

Activities


Not a FishFrog Life Cycle

The tadpole is thrilled when he starts to look like an adult frog! To recap his transformation, have your child color and cut out a copy of the frog pattern and life-cycle cards. Then give your child a green sheet of construction paper that is in the shape of a lily pad. Have your child write his or her name on the frog and glue it in the middle of the lily pad. Then have your child glue the cards in order around the lily pad. Instruct your child to draw arrows between the cards.

Pondering SimilaritiesComparing and Contrasting

Draw two overlapping lily pads on a large sheet of paper to make a modified Venn diagram. Glue a fish cutout at the top of one lily pad and a frog cutout at the top of the other lily pad. Label the middle section “Both,” and draw water around lily pads. To begin, have your child name characteristics of adult fish and frogs. Read Fish Is Fish, by Leo Lionni, to guide his or her brainstorming. Write in the correct section of the diagram each characteristic your child names. After you review each group of characteristics, ask your child to tell you whether he or she thinks people are more like frogs or fish. This is a great way to stretch your child’s imagination!Referenced from Fish Is Fish,

by Leo Lionni

• Can go on land

• Hops• Has four legs

• Can swim• Lives in or

near ponds

Both• Has a tail• Has fins• Breathes

through gills• Needs to

in waterstay


Additional Resources

Arthur’s Guide to Media LiteracyThis guide is designed to help teachers, caregivers, and parents discuss media literacy issues with kids.

www.pbs.org/parents/arthur/lesson/medialiteracy/index.html

Activities and ArthurThese activities are designed to build school readiness, with special emphasis on early and emergent literacy.

www.pbs.org/parents/arthur/activities/index.html

Media Literacy QuizTest your media literacy with a quick quiz on media consumption, trends, and legislation.

www.pbs.org/teachers/media_lit/quiz.html

Children and MediaThis parent’s guide gives helpful ideas for using media as a learning tool for children.

www.pbs.org/parents/childrenandmedia/learningwithmedia

Kidsmart Guide to Early Learning and Technology for Home and SchoolThis website aims to help parents and teachers understand

what is possible when it comes to young children and computer time.

www.kidsmartearlylearning.org

PBS Kids Programming GuideLearn more about the programs on PBS Kids.

www.pbs.org/parents/tvprograms/pbskids



http://www.pbs.org/parents/arthur/lesson/medialiteracy/index.html

http://www.pbs.org/parents/arthur/activities/index.html

http://www.pbs.org/teachers/media_lit/quiz.html

http://www.pbs.org/parents/childrenandmedia/learningwithmedia

http://www.kidsmartearlylearning.org

http://www.pbs.org/parents/tvprograms/pbskids

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