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Speaker 1: Pushkin, did you ever hear of a happiness hack or

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Speaker 1: well being strategy on this show? And think, gee, I

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Speaker 1: wish I learned that one years ago. It's certainly never

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Speaker 1: too late to discover the lessons that the science of

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Speaker 1: happiness has to offer. I know from your emails that

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Speaker 1: some of you listening right now are in your sixth, seventh,

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Speaker 1: and even eighth decades, and that you still feel that

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Speaker 1: you learn a ton from what we talk about on

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Speaker 1: the Happiness Lab. But there's also a growing movement arguing

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Speaker 1: that it's never too early to start mastering these happiness hacks.

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Speaker 1: The very things that science shows can make grown adults flourish,

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Speaker 1: practices like mindfulness, gratitude, or being sociable and other oriented.

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Speaker 1: All of these are habits that can boost well being

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Speaker 1: in younger minds too, And that's the reason that I

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Speaker 1: got started teaching happiness in the first place. The students

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Speaker 1: who take my Science of well Being class are incredibly smart,

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Speaker 1: but also surprisingly anxious and unhappy young adult. I think

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Speaker 1: my class helps, but I wish that my students could

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Speaker 1: have learned all the strategies I teach long before they

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Speaker 1: entered college. That's why I recently launched a free course

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Speaker 1: for adolescents called The Science of Well Being for Teens,

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Speaker 1: which you can find on YouTube or.

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Speaker 2: On Coursera dot org.

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Speaker 1: But we shouldn't just begin taking care of our emotional

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Speaker 1: health in middle school either. We should be getting this

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Speaker 1: knowledge to kids even earlier. So how can we get

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Speaker 1: children to start investing in their happiness as soon as

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Speaker 1: they start learning their abcs and how to count?

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Speaker 3: Oh, I've had that the norm?

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Speaker 1: Well that's a little clue because the experts that you'll

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Speaker 1: hear from in this episode are the amazing people at

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Speaker 1: Sesame Workshop, the nonprofit that's behind Sesame Street, which has

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Speaker 1: helped teach generation after generation of children literacy, numeracy, and yes,

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Speaker 1: social emotional skills. Grover Big Bird and all the human

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Speaker 1: residents of Sesame Street.

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Speaker 3: You've forgot the Alma, But that's okay.

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Speaker 1: Sorry, Grover Big Bird. Elmo and the team have a

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Speaker 1: track record in getting vital educational messages out not only

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Speaker 1: to young viewers, but also to the people watching alongside them,

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Speaker 1: whether that's parents, caregivers, grandparents, older siblings, or teachers, and

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Speaker 1: recent work has begun to show that with the right

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Speaker 1: characters and stories, we can teach children's strategies for protecting

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Speaker 1: their well being even in really difficult times. Take for example,

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Speaker 1: some new research coming out of NYU. They tested the

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Speaker 1: improvements that preschool children showed after watching Alan Simpson, which

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Speaker 1: is the Arabic version of Sesame Street that Sesame Workshop

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Speaker 1: created in collaboration with the International Rescue Committee and a

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Speaker 1: generous grant from the MacArthur Foundation. The research showed that

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Speaker 1: after watching the show, young viewers and crisis affected areas

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Speaker 1: were more able to successfully identify their emotions and to

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Speaker 1: apply a simple coping strategy. As a result, watching the

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Speaker 1: show had taught these kids the emotional abcs they needed

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Speaker 1: even in the midst of a terrible humanitarian crisis. So

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Speaker 1: when an opportunity came along to collaborate with Sesame Workshop

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Speaker 1: and their ongoing efforts to teach well being fundamentals, you

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Speaker 1: better believe I jumped at it. Later in the year,

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Speaker 1: will be bringing you a special season of shows featuring

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Speaker 1: not only all of your furry friends from Sesame Street,

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Speaker 1: but also the many experts from Sesame Workshop who craft

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Speaker 1: the content that so playfully teaches viewers such important lessons.

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Speaker 1: But this new series won't just be for kids or

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Speaker 1: just for parents or caregivers of a kid. Whether you're

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Speaker 1: aged three or one hundred and three, you'll still hear

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Speaker 1: new things about the science of happiness, just with a

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Speaker 1: little added Sesame Workshop furry fun. And To kick off

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Speaker 1: the collaboration, I took part in a live event at

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Speaker 1: the Arizona State University and Global Silicon Valley Summit, a

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Speaker 1: massive conference for educators which was held in San Diego

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Speaker 1: in April. At the summit, I had a chance to

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Speaker 1: interview three of the key players at Sesame Workshop, their

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Speaker 1: CEO Steve Youngwood, the Chief Production and Creative Development Officer,

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Speaker 1: Kay Wilson Stallings, and everyone's favorite furry red monster Elmo.

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Speaker 2: So welcome.

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Speaker 1: Today, we're going to be talking about things that we

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Speaker 1: can be doing to lay the foundation to help our

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Speaker 1: young people as emotionally as mentally healthy as they possibly can.

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Speaker 2: I'm Laurie Santos.

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Speaker 1: I'm a professor of psychology at Yale and host of

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Speaker 1: the Happiness Lab podcast. I spend a lot of my

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Speaker 1: time thinking about how we can help mental health at

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Speaker 1: the level of higher ed in my college students. But

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Speaker 1: lately I've been feeling like my job would be a

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Speaker 1: lot easier if I didn't have to wait until students

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Speaker 1: got to college to start thinking about their emotional health.

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Speaker 2: And that's what we're going to be talking about today.

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Speaker 1: We're going to be talking about how we can lay

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Speaker 1: the foundation of children's emotional health as early as possible,

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Speaker 1: and how the media can really help with that. This

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Speaker 1: is going to be the first in a whole series

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Speaker 1: of conversations that we're doing as part of my podcast

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Speaker 1: with experts on how we can teach children using the media.

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Speaker 1: And that is why I have my fantastic other panelists

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Speaker 1: and guests here today. The Happiness Lab is so excited

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Speaker 1: to be partnering with Sesame Workshop and to toast it off,

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Speaker 1: I'm going to turn it over to Steve and Ka

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Speaker 1: to introduce themselves.

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Speaker 4: Thank you.

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Speaker 5: I am the CEO of Sesme Workshop and we're most

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Speaker 5: known obviously for Sesame Street, you know, which you know

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Speaker 5: has joy but also sort of like touched kids and

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Speaker 5: families for over fifty plus years around the world.

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Speaker 4: You know, at a bit of a higher level.

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Speaker 5: As we kind of look at our vision going forward,

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Speaker 5: you know, it's really to empower that next generation to

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Speaker 5: build what we hope is a better place, and you know,

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Speaker 5: We do it by trying to be a child's most

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Speaker 5: trusted friend, trying to be a caregiver's valued partner, and

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Speaker 5: you know, we try to create as a global impact

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Speaker 5: organization these experiences that enrich minds and in large hearts.

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Speaker 5: We focus on early childhood because we do believe that

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Speaker 5: is where you can have the greatest long term impact

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Speaker 5: of building a foundation. And we do it by entertaining kids,

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Speaker 5: but not as an end in itself. It's really about

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Speaker 5: as a means to an end of educating them and

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Speaker 5: addressing the most pressing issues, which is why we're so

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Speaker 5: excited to be with Laurie here. Emotional well being is

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Speaker 5: clearly a pressing issue for a society for adults, for parents,

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Speaker 5: for children. And it's funny, you know, Laurie is excited

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Speaker 5: working with us because it's like she I was older,

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Speaker 5: and what can you learn from younger?

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Speaker 4: To me, it's.

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Speaker 5: Almost like it's more like, Wow, if we can see

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Speaker 5: where their problems are better understand them later, we can

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Speaker 5: sort of backward engineer and have a more impactful program.

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Speaker 5: So I'm excited for the conversation. I'm excited where this

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Speaker 5: relationship will go, and I'm excited to be here.

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Speaker 6: It's okay, Hi, my first time here, and I'm very

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Speaker 6: excited to be here as well, and excited to share

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Speaker 6: with you what we're doing at the workshop to engage

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Speaker 6: in this work and to have the greatest impact possible.

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Speaker 1: And so I wanted to start with the state of

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Speaker 1: where we're at right now, you know, because this is

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Speaker 1: a big focus on children's mental health, and so Steve,

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Speaker 1: you know, talk to me about some of the statistics

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Speaker 1: about where things are and how are you trying to

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Speaker 1: elevate your work on mental health with kids through Sesame workshop.

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Speaker 4: Yeah.

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Speaker 5: So from the beginning, we've always taken a whole child's

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Speaker 5: curriculum approach, and emotional well being is part of it.

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Speaker 5: But clearly we're in a different moment now, which is

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Speaker 5: why we're having taking a different you know, focus on it,

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Speaker 5: following COVID and a lot of other.

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Speaker 4: Things that are going on.

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Speaker 5: And it's both the different moment in terms of how

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Speaker 5: kids are sort of experiencing, but also a different moment

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Speaker 5: in terms of where it is in the conversation in society.

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Speaker 5: We're particularly focused because there's a lot of attention on

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Speaker 5: older audiences teens and college students and it's often the

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Speaker 5: younger kids, who we believe are the most important, that

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Speaker 5: don't get talked about. If you look at this generation

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Speaker 5: of three to five year olds, they were born into

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Speaker 5: COVID and I was just with some preschoolers and researchers

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Speaker 5: and he's talking about the real, tangible, obvious like implications

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Speaker 5: that they grew up with anxious households. They grew up

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Speaker 5: with masks and so you see this in as they

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Speaker 5: can't read facial expressions as well. They grew up with

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Speaker 5: a closed community and some of their sort of verbal

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Speaker 5: development it is slowed down. And those are real things

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Speaker 5: that we don't know how but inevitably that they will

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Speaker 5: have impact. But then you look at the parents, it's

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Speaker 5: different now, it's less stigmatized. They're bringing more kids to

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Speaker 5: mental health facilities. Percent of them now leave. It's a

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Speaker 5: major issue for early child at eighty percent of them

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Speaker 5: believe that media can help. So we're at a moment

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Speaker 5: where the issue is bigger, the conversation is more open,

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Speaker 5: and you know, it is a time for us to

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Speaker 5: put a more sort of pointed focus on it as

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Speaker 5: we hope help the kids today. But we always say

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Speaker 5: it's also it's the foundation. So if you can build

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Speaker 5: the habits today, you can make a difference in the future.

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Speaker 1: And I think this is something where Sesame really can

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Speaker 1: play a very critical role because this is not the

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Speaker 1: first time that Sesame Workshop has had to step in

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Speaker 1: when kids were facing some kind of crisis. You know,

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Speaker 1: give me a sense of the history of this and

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Speaker 1: the fact that Sesame has done this a lot in

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Speaker 1: the past.

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Speaker 5: Yeah, you know, while we have the history of it

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Speaker 5: was founded to get kids ready for kindergarten. You have

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Speaker 5: your curriculum, and then there's the moments you need to

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Speaker 5: meet and it's in our DNA. You know, there was

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Speaker 5: a seminal thing that at least those from the US

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Speaker 5: may remembers.

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Speaker 4: In the early eighties, we had a.

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Speaker 5: Character mister Hooper, played by He passed away in real life,

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Speaker 5: and you know, as opposed to writing him off, having

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Speaker 5: him moved to California or something, one decided that, Okay,

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Speaker 5: here was a moment to teach kids and give families

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Speaker 5: the tools of something that unfortunately everyone will experience, which

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Speaker 5: is a loss of a loved one. So we did

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Speaker 5: the research. We created an episode really focusing on the

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Speaker 5: fact that Okay, it's Okay, to be sad. Death means

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Speaker 5: they're not coming back, but you'll still have the memories.

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Speaker 5: And we felt that was important for the kids, and

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Speaker 5: we felt that was important for caregivers. You know, more

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Speaker 5: recently during COVID and there's also the tragic murder of

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Speaker 5: George Floyd. We again pivoted from some things and said,

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Speaker 5: let's meet that moment. There are questions that families have,

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Speaker 5: there are emotions that kids are going through, there are

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Speaker 5: conversations that people don't not to have. We can use

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Speaker 5: our relationship, we can use our various partners, and we

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Speaker 5: can use our expertise to address it because it was needed.

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Speaker 4: In the moment.

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Speaker 5: The emotional wellbeing is an ongoing thing, but it's another

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Speaker 5: moment that we think we need to meet.

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Speaker 1: And so as we've talked more about the kinds of

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Speaker 1: ways that we're going to meet this important moment. Okay,

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Speaker 1: I know you've brought up that Sesame workshop often takes

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Speaker 1: this full spectrum approach to thinking about skills building and

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Speaker 1: also thinking about kids' emotional health. So what do you

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Speaker 1: mean by this full spectrum approach?

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Speaker 6: So when we're thinking about emotional wellbeing and children, we're

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Speaker 6: talking about the way they think and feel about themselves

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Speaker 6: and the experiences they have as they encounter the world

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Speaker 6: around them. And we know that children need to have

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Speaker 6: a healthy mental state in order to thrive, in order

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Speaker 6: to develop a compassionate mindset, in order to have joyous moments,

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Speaker 6: and to develop physically, emotionally, and socially. And so when

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Speaker 6: we look at mental wellness and emotional wellbeing, we're looking

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Speaker 6: at the complete spectrum of those everyday joyous moments, helping

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Speaker 6: children to recognize and explain their emotions, and then also

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Speaker 6: helping parents to recognize when there might be some really

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Speaker 6: serious emotional challenges that their children are dealing with.

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Speaker 1: And so I think as we think about this full

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Speaker 1: spectrum approach, there's this question about, Okay, what are the

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Speaker 1: specific kinds of things we can build into that, and

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Speaker 1: where are the spots where media can can be especially helpful.

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Speaker 1: And one of the domains I think where media can

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Speaker 1: be really useful is in trying to explain very tricky concepts, right,

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Speaker 1: you know, I teach a class at Yale University, like

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Speaker 1: an Ivy League school about some of these scientific practices

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Speaker 1: that build well being. But there's a question about how

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Speaker 1: we can boil down some of these like scientific notions

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Speaker 1: in a way that kids can really understand, and just

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Speaker 1: to kind of give one concrete example which I think

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Speaker 1: will be helpful. One of the things we've talked about

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Speaker 1: in our curriculum development is ways to teach kids that

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Speaker 1: emotions change, and that negative emotions are normative, right, Like,

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Speaker 1: sometimes we're just going to be upset or sad or

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Speaker 1: anxious or frustrated or whatever it is, and that kind

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Speaker 1: of thing is normal.

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Speaker 6: Right.

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Speaker 1: This is a hard concept for adults to get, right,

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Speaker 1: but it can be especially hard for children. And one

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Speaker 1: of the things we've talked about in our curriculum is, like, Okay,

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Speaker 1: what's an analogy we can use that kids would get

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Speaker 1: about something that's changing doesn't feel good, but you know,

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Speaker 1: sometimes you have to put up with it. And we thought, oh,

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Speaker 1: you know the weather, you know, sunny days.

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Speaker 6: Right.

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Speaker 1: The idea is we can teach kids that, you know,

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Speaker 1: sometimes your emotional weathers like it is in San Diego, right,

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Speaker 1: or it's you know in theory in Theory sunny all

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Speaker 1: the time, right, And sometimes your emotional weather is kind

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Speaker 1: of like where it is where I grew up in

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Speaker 1: the Northeast, where it's snowy, your rainy, and it doesn't

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Speaker 1: have to be like that all the time. It will change,

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Speaker 1: but it's normal. Like this is just the kind of

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Speaker 1: thing that tends to be normal. And I love this

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Speaker 1: approach because you know, it cannot be sunny every day

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Speaker 1: when it comes to your emotional health, you know, even

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Speaker 1: if you live on sesame streets.

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Speaker 7: Oh no, sorry to interrupt, but just a sesame street.

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Speaker 3: Because that's that's really am our nerves. How much this step?

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Speaker 3: How must tell mister Steve, who's our friend?

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Speaker 4: Elmo? Hi, this is doctor Lorie Santos.

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Speaker 5: No, doctor Lory, and we were just talking about emotions.

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Speaker 2: Ah, Elmo, do you know what emotions are?

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Speaker 1: They're kind of like feelings And I love talking to

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Speaker 1: people about their feelings.

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Speaker 7: You do them so so doctor Lloy is kind of

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Speaker 7: a doctor as sealings.

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Speaker 2: Yeah, I guess so cure.

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Speaker 3: Elma knows all the dead feelings.

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Speaker 7: You know, sometimes almost feels happy or sometimes I almost feel.

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Speaker 3: Sad, and then sometimes Elma does really did feelings.

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Speaker 7: Like you know, there was this one time doctor Noy

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Speaker 7: when Alma couldn't get his toy air playing the fly.

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Speaker 3: You know, no matter what he did, it just kept

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Speaker 3: falling on the ground and almost face felt really hot

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Speaker 3: and almost.

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Speaker 7: Body got me a tight a ges, you know, but

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Speaker 7: you know almost Daddy helped him learn something called what

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Speaker 7: was it?

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Speaker 3: There?

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Speaker 1: Boy?

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Speaker 3: The way that Elma was feeling. You know what it is?

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Speaker 2: No, what was it?

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Speaker 1: Elma?

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Speaker 3: It's a big name.

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Speaker 7: It's called just a minute fresh?

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Speaker 3: Frustrating? Is that up rod?

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Speaker 2: Yeah?

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Speaker 7: Yeah, you know it's kind of frustrating for a three

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Speaker 7: year old to pronounce frustrating.

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Speaker 2: I love that, Almo. I love that your dad was

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Speaker 2: help helpful to teach you a label.

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Speaker 1: That you could use for being frustrated, and also that

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Speaker 1: he told you that it's normal sometimes to be frustrated.

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Speaker 3: Emma know that he wouldn't always feud I'm red. Wait

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Speaker 3: you trying.

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Speaker 7: Alma tells Daddy that he nott a feelings doctor, he's

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Speaker 7: gonna knock up.

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Speaker 3: Okay, I'm gonna be right down. Okay, I'm gonna let

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Speaker 3: you get back to him.

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Speaker 4: Okay, bye bye, Alma.

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Speaker 2: Bye.

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Speaker 1: But like you've just seen the magic of media, write

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Speaker 1: this incredibly difficult concept that negative emotions are normative, that

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Speaker 1: they change over time, and we can have a character

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Speaker 1: explained this big concept to and so kay, you know,

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Speaker 1: talk about how Sesame has gotten good at kind of

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Speaker 1: getting these concepts to make sense to little kids and

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Speaker 1: some of the best practices that you've used at the

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Speaker 1: workshop to do this.

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Speaker 2: Well, Okay, So.

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Speaker 6: We start with our in house team of experts. We

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Speaker 6: have our curriculum development experts, and we have our educators,

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Speaker 6: and we have our subject matter expert team, and they

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Speaker 6: partner with external subject matter experts like you, Lori, and

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Speaker 6: we're working on some projects with you right now. And

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Speaker 6: what they do is they start off by developing the

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Speaker 6: curriculum and the educational messages that we want to impart

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Speaker 6: in our content, and then that material is given to

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Speaker 6: our production team, the writers, who organically incorporate the educational

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Speaker 6: messages and the curriculum into the stories.

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Speaker 2: And then our.

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Speaker 6: Research team takes those scripts and works with the production

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Speaker 6: team to create these like story mattics, and they take

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Speaker 6: them out to do formative testing with children who we

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Speaker 6: like to refer to as our little executives because we

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Speaker 6: listen to what they say. And what they're doing is

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Speaker 6: they're testing these stories for appeal and for comprehension and

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Speaker 6: to make sure that the impact that we're trying to

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Speaker 6: achieve is going to be achieved, and then we produce

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Speaker 6: the show, and sometimes it's very much an iterative process

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Speaker 6: because there are times when they go out for the

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Speaker 6: research and it comes back where we're not quite landing

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Speaker 6: the messaging that we're trying to convey, and so we

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Speaker 6: go back and we adjust the scripts and then it

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Speaker 6: all comes together. And then on top of that you

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Speaker 6: have the magic of our terrific messengers of the Sesame

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Speaker 6: Street muppets, and they have such a great way of

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Speaker 6: communicating sometimes really tough and challenging information, always with heart,

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Speaker 6: always with a lot of love, and communicating it and

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Speaker 6: breaking it down kids. But also I want to mention

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Speaker 6: that for parents as well, because when we're making this content,

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Speaker 6: we're making content not just for kids, but for also

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Speaker 6: the parents in their lives, their educators, their teachers, their

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Speaker 6: service providers, anyone that's within the circle of care.

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Speaker 2: We're providing content for those folks as well.

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Speaker 1: That's something that I really love about what the folks

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Speaker 1: at Sesame Workshop are doing because the well being concepts

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Speaker 1: that we need to teach children are also important for

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Speaker 1: adults to learn too, and that means that when parents

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Speaker 1: or caregivers sit down with a child to watch a

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Speaker 1: Sesame Street episode about frustration or anger or great bursts

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Speaker 1: of excitement. They'll be given the strategies in space needed

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Speaker 1: to ponder their own emotions. But what are other simple

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Speaker 1: strategies like this, ones that can work for anyone, no

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Speaker 1: matter their age. We'll discuss some of these happiness hacks

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Speaker 1: with a very special Muppet helper when the Happiness Lab

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Speaker 1: returns in a moment, whether you're a kid or an adult,

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Speaker 1: we can all acquire strategies to use in the moment

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Speaker 1: to help us cope with what almost so eloquently described

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Speaker 1: as big feelings. The science shows that when we recognize

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Speaker 1: a difficult emotion rising within us, there are steps we

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Speaker 1: can take to a line and regulate that emotion. And

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Speaker 1: the steps you can take are remarkably simple once you

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Speaker 1: learn them. So, since I had Sesame workshops Steve Youngwood

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Speaker 1: and Kay Wilson Stallings, and a big audience at the

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Speaker 1: ASUGSV Summit, I decided to embark on a live demonstration

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Speaker 1: of some of my favorite strategies and to engage with

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Speaker 1: some of these mindfulness activities. I think it would be

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Speaker 1: fun if we all did it.

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Speaker 2: Together. But it would also be great if I could.

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Speaker 1: Find a volunteer somewhere.

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Speaker 2: Let me see.

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Speaker 1: I think I'm gonna pick Almo.

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Speaker 2: Yes, yes, yes, Almo. Do you want to practice a

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Speaker 2: mindfulness activity with me?

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Speaker 1: Yes?

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Speaker 7: Emma would enough to practice a month onness activity?

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Speaker 3: What is a month on us activity?

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Speaker 2: Yes, it's a hard concept.

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Speaker 1: This is the kind of thing that we can do

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Speaker 1: when we're having these big feelings, like when we're feeling

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Speaker 1: frustrated and we want to feel a little bit better.

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Speaker 3: Does that make sense?

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Speaker 7: That kind of sounds like another thing that almost Daddy

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Speaker 7: tied them to do when he's having a big thing.

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Speaker 3: It's kind jelly breathing belly and I want.

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Speaker 7: To show everybody, but everybody's got to do it together. Okay, okay,

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Speaker 7: So first we put our hands on our belly like this,

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Speaker 7: everybody put your hand on your belly.

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Speaker 3: Okay.

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Speaker 7: Now let's our take a slow breath in through your

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Speaker 7: mouth and now slowly breathe out through your mouth. And

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Speaker 7: that's billy breathing.

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Speaker 1: That's an excellent Elmo, And that is a wonderful mindfulness

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Speaker 1: activity because it's a way that we can whatever we're feeling,

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Speaker 1: we can kind of get back in our bodies and

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Speaker 1: feel a little bit better.

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Speaker 2: But do you want to do a couple more mindfulness activities?

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Speaker 3: Oh yeah, what is some more God glory?

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Speaker 4: Let's hear okay.

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Speaker 1: So one of my favorites is a behavior we can use,

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Speaker 1: which is that we can be a little bit more

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Speaker 1: other oriented when we're not feeling good. This is ways

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Speaker 1: that we do nice things for other people that actually

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Speaker 1: make us feel better.

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Speaker 3: Oh yeah, I almost done that before.

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Speaker 5: You know.

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Speaker 7: There's there was a time when Almill helps Joey how

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Speaker 7: to learn how to ride a scooter orl at you know.

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Speaker 7: Sometimes Elma helps Alan at Hooper's store, and helping makes

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Speaker 7: almost feel really good.

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Speaker 2: Yeah, and so that's one that we can use.

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Speaker 1: But there's another one that I think you'll like, Elmo,

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Speaker 1: which is that we can change our mindset. We can

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Speaker 1: express and experience gratitude. So this is just kind of

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Speaker 1: when we notice things that we're thankful for. And this

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Speaker 1: is something I do so at night, right before I

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Speaker 1: go to bed, I think about a few things that

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Speaker 1: I'm grateful for, and sometimes I even write it down.

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Speaker 1: And studies show that this actually makes us feel better.

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Speaker 1: It can make our bodies and our minds feel good.

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Speaker 7: Really well, almost grateful for a lot of things. Alma's

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Speaker 7: mommy and daddy, Almos friends, pizza. But you know, I'm

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Speaker 7: almost gonna ask his mommy to help him write all

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Speaker 7: that stuff down at bedtime.

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Speaker 1: I love that it's gonna make you feel so much better.

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Speaker 1: And if we have time for one more mindfulness activity,

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Speaker 1: I'm going to share one that I think you'll like

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Speaker 1: because I think it's one that you happen to do

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Speaker 1: a little bit already.

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Speaker 3: Oh does it have to do a thing?

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Speaker 1: I'm sure No, it's not that. It is that if

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Speaker 1: you want to feel better, you can take time to

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Speaker 1: be with pets. And I know that Almo recently adopted

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Speaker 1: a dog, right, And so that's a wonderful way to

442
00:21:21,196 --> 00:21:24,316
Speaker 1: do something nice for another creature and to feel good yourself.

443
00:21:24,556 --> 00:21:26,036
Speaker 3: Oh yes, that's a great idea.

444
00:21:26,716 --> 00:21:29,716
Speaker 7: Yeah, I'm gonna love this puppy tanger because Tango makes

445
00:21:29,796 --> 00:21:32,916
Speaker 7: everybody that she needs really happy. I's gonna go cat

446
00:21:32,996 --> 00:21:37,596
Speaker 7: Tango that she's basically a superhero. Oh okay, thank you,

447
00:21:37,676 --> 00:21:40,196
Speaker 7: Doctor Lory, Thanks everybody you later, I.

448
00:21:40,316 --> 00:21:41,636
Speaker 4: Am Yoma Iolmo.

449
00:21:43,876 --> 00:21:46,396
Speaker 1: But again here we are right, Like, these are quick

450
00:21:46,516 --> 00:21:49,756
Speaker 1: skill sets that any of us kids parents can engage

451
00:21:49,796 --> 00:21:52,876
Speaker 1: in whenever we're feeling not so good right, deep belly

452
00:21:52,956 --> 00:21:55,716
Speaker 1: breath behaviors that make us happier than we expect, doing

453
00:21:55,836 --> 00:21:58,476
Speaker 1: nice things for others, and these long term changes to

454
00:21:58,556 --> 00:22:01,196
Speaker 1: our mindsets, things like gratitude and so on. And so

455
00:22:01,276 --> 00:22:03,516
Speaker 1: I love that we can teach kids these things and

456
00:22:03,636 --> 00:22:07,116
Speaker 1: have wonderful models for these activities. But another reason that

457
00:22:07,236 --> 00:22:09,996
Speaker 1: I love Sesame's approach, which we kind of alluded to before,

458
00:22:10,236 --> 00:22:13,156
Speaker 1: is that it's not just about teaching kids these activities.

459
00:22:13,276 --> 00:22:16,676
Speaker 1: It's making these skills available to caregivers too, And so

460
00:22:16,756 --> 00:22:18,756
Speaker 1: Steve talk a little bit about how we can use

461
00:22:18,916 --> 00:22:21,756
Speaker 1: media to reach both of these audiences and the power

462
00:22:21,796 --> 00:22:23,996
Speaker 1: that kind of engaging with caretakers can have when it

463
00:22:24,036 --> 00:22:25,396
Speaker 1: comes to kids' emotional health.

464
00:22:25,836 --> 00:22:28,956
Speaker 5: So, anyone who knows the workshop, it was founded on

465
00:22:29,076 --> 00:22:31,836
Speaker 5: that simple principle that it wasn't about if kids were

466
00:22:31,876 --> 00:22:34,236
Speaker 5: learning from media, it was about what. And at the time,

467
00:22:34,356 --> 00:22:37,516
Speaker 5: in nineteen sixty nine, in the wasteland of children's TV,

468
00:22:37,636 --> 00:22:39,996
Speaker 5: they were learning the words to beer commercials. So is

469
00:22:40,036 --> 00:22:42,356
Speaker 5: that simple thing if you could take that same medium

470
00:22:42,436 --> 00:22:45,196
Speaker 5: but pivot to the abcs and then go from their social,

471
00:22:45,236 --> 00:22:48,676
Speaker 5: emotional and societal issues. You could actually really make a difference.

472
00:22:49,436 --> 00:22:52,076
Speaker 5: And then history has shown that that was true. There

473
00:22:52,116 --> 00:22:54,116
Speaker 5: have been seminal studies that say people who grew up

474
00:22:54,156 --> 00:22:57,316
Speaker 5: on Sesame Street and had higher GPAs and even earned

475
00:22:57,516 --> 00:23:01,756
Speaker 5: more money. Now, the media landscape today is obviously very different,

476
00:23:02,036 --> 00:23:04,756
Speaker 5: and it allows one actually different to us in a

477
00:23:05,356 --> 00:23:07,876
Speaker 5: challenging way because it's more fragmented, but in a good way,

478
00:23:08,156 --> 00:23:11,036
Speaker 5: and that they're more places to meet audiences and they're

479
00:23:11,116 --> 00:23:14,236
Speaker 5: more types of content that you can deliver to them.

480
00:23:14,916 --> 00:23:17,636
Speaker 5: When we started, it was also about kids and parents together.

481
00:23:17,796 --> 00:23:20,436
Speaker 5: There's one screen in the house, but today it's a

482
00:23:20,676 --> 00:23:23,556
Speaker 5: multi screen and it allows us to sometimes reach kids

483
00:23:23,596 --> 00:23:27,916
Speaker 5: and parents together, sometimes kids alone, but also sometimes with partners.

484
00:23:27,556 --> 00:23:30,236
Speaker 4: Like Lori, to actually meet parents and caregivers.

485
00:23:31,196 --> 00:23:35,076
Speaker 5: And what's amazing is that the hypothesis that the power

486
00:23:35,116 --> 00:23:37,196
Speaker 5: that media can have to both teach but also to

487
00:23:37,276 --> 00:23:40,076
Speaker 5: move hearts and minds is still true. We have a

488
00:23:40,156 --> 00:23:44,996
Speaker 5: big project targeting the Syrian refugees in Jordan, Lebanon, Iraq,

489
00:23:45,396 --> 00:23:48,516
Speaker 5: and Syria, and we just came back to the one

490
00:23:48,556 --> 00:23:51,036
Speaker 5: hundred million dollar grant film Tropically funded to bring early

491
00:23:51,116 --> 00:23:54,916
Speaker 5: childhood education there partnering with the IRC because we are

492
00:23:55,116 --> 00:23:58,276
Speaker 5: media makers and they are a direct service organization, and

493
00:23:58,436 --> 00:24:02,676
Speaker 5: we just got two seminal studies back that proved the hypothesis.

494
00:24:02,796 --> 00:24:04,076
Speaker 5: But then all start going to help us in some

495
00:24:04,196 --> 00:24:06,396
Speaker 5: of the work. Here one of us for a mass

496
00:24:06,436 --> 00:24:08,996
Speaker 5: TV show where we focus on a curriculum given the

497
00:24:09,196 --> 00:24:11,116
Speaker 5: trauma that they were going through on we call it

498
00:24:11,196 --> 00:24:15,196
Speaker 5: the emotional ABCS and looking in Jordan, which is where

499
00:24:15,236 --> 00:24:18,516
Speaker 5: we did the study, it came back that the children

500
00:24:18,556 --> 00:24:21,756
Speaker 5: who watched the show were able to more identify their emotions,

501
00:24:21,796 --> 00:24:23,836
Speaker 5: which as Laurie says, is sort of the top of

502
00:24:23,876 --> 00:24:27,716
Speaker 5: the funnel, and then also could adopt certain coping mechanisms

503
00:24:28,076 --> 00:24:31,196
Speaker 5: to deal with them, which is so important because if

504
00:24:31,236 --> 00:24:34,316
Speaker 5: you can't then it becomes a blocker to learning and

505
00:24:34,396 --> 00:24:38,156
Speaker 5: it impacts you long term life. On the other side,

506
00:24:38,276 --> 00:24:42,036
Speaker 5: using the new technologies as media changes, we you know

507
00:24:42,116 --> 00:24:44,276
Speaker 5: as direct services, was a big part of the program.

508
00:24:44,396 --> 00:24:47,396
Speaker 5: But COVID came and we pivoted to remote learning where

509
00:24:47,396 --> 00:24:50,436
Speaker 5: we took our content, we took teachers when we use WhatsApp,

510
00:24:51,076 --> 00:24:53,876
Speaker 5: and we just completed study in Lebanon that eleven weeks

511
00:24:53,916 --> 00:24:56,396
Speaker 5: of the remote learning using our media and teachers and

512
00:24:56,476 --> 00:25:00,036
Speaker 5: technology was equal to one year for the Serian refugee

513
00:25:00,116 --> 00:25:02,036
Speaker 5: children that went through the program.

514
00:25:07,716 --> 00:25:09,916
Speaker 4: You know, so all of this is and that is

515
00:25:09,996 --> 00:25:12,116
Speaker 4: the use of media. That is the use of media

516
00:25:12,156 --> 00:25:13,396
Speaker 4: and the remote learning.

517
00:25:13,476 --> 00:25:16,996
Speaker 5: One also engage the parents because it had the moments

518
00:25:17,036 --> 00:25:19,396
Speaker 5: with the teachers, but then it had the extension that

519
00:25:19,516 --> 00:25:21,276
Speaker 5: the parents were supposed to do and they came back

520
00:25:21,316 --> 00:25:23,356
Speaker 5: as a community. So it was the whole sort of

521
00:25:23,436 --> 00:25:27,716
Speaker 5: picture of parents and students and teachers and media having

522
00:25:27,756 --> 00:25:29,836
Speaker 5: a long term impact in the situation that there was

523
00:25:29,916 --> 00:25:30,476
Speaker 5: no other option.

524
00:25:31,116 --> 00:25:33,436
Speaker 4: So you know, as we look forward, that is the

525
00:25:33,516 --> 00:25:34,836
Speaker 4: hope here. That is the hope.

526
00:25:35,196 --> 00:25:38,756
Speaker 5: In general, we do it by our own outlets, but

527
00:25:38,796 --> 00:25:42,516
Speaker 5: we're partnering with people and you know, it's a hypothesis

528
00:25:42,556 --> 00:25:45,556
Speaker 5: that we've tested and we've proven and it's very, very powerful,

529
00:25:46,316 --> 00:25:47,156
Speaker 5: and so we know.

530
00:25:47,316 --> 00:25:49,396
Speaker 1: How important it is to kind of have this approach

531
00:25:49,436 --> 00:25:52,516
Speaker 1: where we're including caregivers, we're including teachers, we're including everyone

532
00:25:52,596 --> 00:25:53,996
Speaker 1: in the child's culture and orbit.

533
00:25:54,396 --> 00:25:56,196
Speaker 2: But it's still hard to do that and to make

534
00:25:56,316 --> 00:25:57,716
Speaker 2: media that's fun and enjoyable.

535
00:25:57,756 --> 00:25:59,516
Speaker 1: And so KAY talk a little bit about some best

536
00:25:59,556 --> 00:26:03,116
Speaker 1: practices that you use to really engage caregivers given the

537
00:26:03,156 --> 00:26:04,276
Speaker 1: content that you're developing.

538
00:26:05,036 --> 00:26:08,476
Speaker 6: So we know that the educational messages come through even

539
00:26:08,516 --> 00:26:11,796
Speaker 6: stronger when children are engaged with our content with the

540
00:26:11,916 --> 00:26:14,836
Speaker 6: caring adult, because then the learning can continue after the

541
00:26:14,996 --> 00:26:17,476
Speaker 6: television show goes off. And so we're always looking for

542
00:26:17,556 --> 00:26:20,196
Speaker 6: ways to bring adults into the show. And so I

543
00:26:20,236 --> 00:26:22,916
Speaker 6: think everyone that's familiar with Sesame Street knows how funny

544
00:26:22,956 --> 00:26:25,636
Speaker 6: it is. And there's often times humor that we bring

545
00:26:25,716 --> 00:26:28,196
Speaker 6: into the show that's a little subtle, a little cheeky,

546
00:26:28,356 --> 00:26:30,756
Speaker 6: that's just something that's a nod to the parents that

547
00:26:30,876 --> 00:26:33,876
Speaker 6: we know are watching. We also use lots of great music,

548
00:26:33,956 --> 00:26:36,476
Speaker 6: and we partner with an amazing array of singer and

549
00:26:36,556 --> 00:26:40,796
Speaker 6: songwriters and provide all genres of musical tastes, so a

550
00:26:40,836 --> 00:26:42,876
Speaker 6: little bit of something for everyone, from hip hop to

551
00:26:43,356 --> 00:26:45,156
Speaker 6: country to you know, reggae.

552
00:26:45,796 --> 00:26:47,316
Speaker 2: And then what we also like to.

553
00:26:47,356 --> 00:26:49,796
Speaker 6: Do is we look and produce a lot of parodies

554
00:26:49,836 --> 00:26:53,076
Speaker 6: and it's like things that again it's something that adults recognize,

555
00:26:53,116 --> 00:26:55,516
Speaker 6: so it's based on you know, TV shows or pop

556
00:26:55,596 --> 00:26:58,756
Speaker 6: culture and that kind of thing. And then you know,

557
00:26:58,916 --> 00:27:01,636
Speaker 6: it's just always making sure that also we have opportunities

558
00:27:01,676 --> 00:27:06,076
Speaker 6: for our human adult characters as well as our adult

559
00:27:06,236 --> 00:27:09,436
Speaker 6: muppet characters to be role models as well. Soo and

560
00:27:09,476 --> 00:27:12,516
Speaker 6: his Friends are great role models for our children, but

561
00:27:12,676 --> 00:27:15,076
Speaker 6: to have the adults on the show also be role

562
00:27:15,116 --> 00:27:17,996
Speaker 6: models and provide the way to talk to their children,

563
00:27:18,116 --> 00:27:21,756
Speaker 6: to wait, to guide the answers, or guide play activities,

564
00:27:21,796 --> 00:27:23,996
Speaker 6: and so forth, so that it can be also a

565
00:27:24,076 --> 00:27:25,796
Speaker 6: learning opportunity for the adults as well.

566
00:27:26,396 --> 00:27:28,596
Speaker 1: And just in the spirit of having a learning opportunity

567
00:27:28,676 --> 00:27:30,916
Speaker 1: for the adults, I imagine there's some parents in the

568
00:27:31,036 --> 00:27:33,076
Speaker 1: room right now, and so it might be helpful to

569
00:27:33,196 --> 00:27:36,116
Speaker 1: give parents some specific skill sets that they can use.

570
00:27:36,436 --> 00:27:38,676
Speaker 1: And here, since it's just parents, we won't involve Alma.

571
00:27:38,756 --> 00:27:40,396
Speaker 1: We'll just sort of try it ourselves. And so I'll

572
00:27:40,436 --> 00:27:43,076
Speaker 1: leave you with one last sort of strategy that we

573
00:27:43,196 --> 00:27:45,756
Speaker 1: can all use, which is a strategy to engage our

574
00:27:45,836 --> 00:27:48,676
Speaker 1: self compassion. One of the tough things about being an

575
00:27:48,716 --> 00:27:50,476
Speaker 1: adult and a parent is that we often talk to

576
00:27:50,596 --> 00:27:53,956
Speaker 1: ourselves in incredibly mean ways. You know, if hr could

577
00:27:53,996 --> 00:27:55,836
Speaker 1: hear the voices that we used in our head, we

578
00:27:55,876 --> 00:27:58,716
Speaker 1: would all get fired for talking badly to ourselves, right,

579
00:27:59,396 --> 00:28:01,716
Speaker 1: But there are strategies that we can use to counteract that,

580
00:28:01,836 --> 00:28:04,116
Speaker 1: and one of my favorite ones is when you hear

581
00:28:04,276 --> 00:28:07,196
Speaker 1: yourself on that ruminative loop where you're saying, oh, I suck,

582
00:28:07,236 --> 00:28:07,796
Speaker 1: I didn't do that.

583
00:28:07,876 --> 00:28:08,756
Speaker 2: Well, I'm not doing enough.

584
00:28:09,196 --> 00:28:09,356
Speaker 1: Uh.

585
00:28:10,076 --> 00:28:12,876
Speaker 2: That's when you take a moment to label that thought.

586
00:28:13,236 --> 00:28:14,076
Speaker 2: You give it a name.

587
00:28:14,876 --> 00:28:17,516
Speaker 1: My Yale students like to use Karen because I think

588
00:28:17,596 --> 00:28:19,756
Speaker 1: Karen is like a meme, people like, oh, yeah, Karen, Yeah,

589
00:28:19,796 --> 00:28:20,876
Speaker 1: you're just saying I'm bad today.

590
00:28:20,956 --> 00:28:22,996
Speaker 2: I hear you, Karen, thank you for trying to help, right.

591
00:28:23,636 --> 00:28:25,436
Speaker 1: But I think in the spirit of Systemy workshop, we

592
00:28:25,516 --> 00:28:28,476
Speaker 1: can say that's my Oscar voice, like I'm just being

593
00:28:28,556 --> 00:28:31,196
Speaker 1: a grouch to myself today. And so that's just a

594
00:28:31,316 --> 00:28:32,996
Speaker 1: hack that you can all use when you notice that

595
00:28:33,076 --> 00:28:35,556
Speaker 1: rum and into voice, stop it, thank it, you know,

596
00:28:35,636 --> 00:28:38,116
Speaker 1: allow for thank you negative voice, Thank you Oscar for

597
00:28:38,196 --> 00:28:40,356
Speaker 1: trying to help me. But I'm going to stop that

598
00:28:40,556 --> 00:28:42,316
Speaker 1: train of thought and move on to something else. So

599
00:28:42,396 --> 00:28:44,996
Speaker 1: that's another quick hack that parents can use. And so

600
00:28:45,516 --> 00:28:47,556
Speaker 1: so so far today we've talked about ways that we

601
00:28:47,636 --> 00:28:50,876
Speaker 1: can teach really difficult concepts. We can show and model

602
00:28:50,996 --> 00:28:54,036
Speaker 1: skills and practices that kids can engage in when they're

603
00:28:54,076 --> 00:28:56,956
Speaker 1: not feeling good. We can also show and model practices

604
00:28:56,996 --> 00:28:59,436
Speaker 1: that maybe parents can engage in when they're not talking

605
00:28:59,516 --> 00:29:01,036
Speaker 1: to themselves and feeling so good.

606
00:29:01,476 --> 00:29:02,396
Speaker 2: You know, With all these.

607
00:29:02,316 --> 00:29:04,756
Speaker 1: Things together, my last question for both of you is that,

608
00:29:05,196 --> 00:29:08,476
Speaker 1: you know, are you hopeful that we can address this crisis?

609
00:29:08,556 --> 00:29:11,196
Speaker 1: You know is sit on the college side, you know,

610
00:29:11,276 --> 00:29:14,076
Speaker 1: I see the emotional struggles that students come in. I

611
00:29:14,116 --> 00:29:16,916
Speaker 1: see the depression and anxiety. Do we really think we

612
00:29:16,996 --> 00:29:19,676
Speaker 1: can use media to nip that in the bud? Can

613
00:29:19,716 --> 00:29:21,996
Speaker 1: you get me away from my lectures so I can

614
00:29:22,076 --> 00:29:23,716
Speaker 1: go back to doing my research and I don't have

615
00:29:23,796 --> 00:29:26,796
Speaker 1: to keep teaching these classes on emotional health to college students.

616
00:29:27,116 --> 00:29:29,836
Speaker 2: Can we kind of make it there early enough for kids? Yes,

617
00:29:30,076 --> 00:29:30,716
Speaker 2: I think we can.

618
00:29:31,316 --> 00:29:33,556
Speaker 6: You know, as Stevid said, we've you know, handled tough

619
00:29:33,636 --> 00:29:36,516
Speaker 6: topics in the past, and I think that you know,

620
00:29:36,596 --> 00:29:38,716
Speaker 6: with the content that we're going to be creating that's

621
00:29:38,756 --> 00:29:41,636
Speaker 6: engaging and that's for both parents and caregivers and children

622
00:29:42,196 --> 00:29:45,516
Speaker 6: and our research based you know, resources that we'll be providing,

623
00:29:45,876 --> 00:29:48,076
Speaker 6: I think that we will be able to help children

624
00:29:48,196 --> 00:29:51,436
Speaker 6: develop the tools that they need so that they can have,

625
00:29:52,236 --> 00:29:55,476
Speaker 6: you know, a positive and healthy mindset for now and

626
00:29:55,836 --> 00:29:56,436
Speaker 6: in the future.

627
00:29:57,036 --> 00:29:57,316
Speaker 4: Steve.

628
00:29:58,076 --> 00:30:00,516
Speaker 5: I'm hopeful as well, or I wouldn't be here for

629
00:30:00,596 --> 00:30:03,236
Speaker 5: two reasons. One is I think that we have the

630
00:30:03,476 --> 00:30:05,436
Speaker 5: proven techniques, and I think we have a lot of

631
00:30:05,476 --> 00:30:08,036
Speaker 5: partners because we're as good as our partners in terms

632
00:30:08,076 --> 00:30:09,916
Speaker 5: of if we're going to reach the audience is at

633
00:30:09,956 --> 00:30:12,476
Speaker 5: scale that we need to. But the other thing is

634
00:30:12,516 --> 00:30:15,796
Speaker 5: from a societal perspective, it seems like people are acknowledging

635
00:30:15,836 --> 00:30:19,276
Speaker 5: it as they always say, that's acknowledging the problem is

636
00:30:19,596 --> 00:30:22,396
Speaker 5: that the gatekeeper sort of in terms of addressing the problem.

637
00:30:23,036 --> 00:30:26,036
Speaker 5: And as I joke to Lori but not completely joke,

638
00:30:26,156 --> 00:30:28,836
Speaker 5: that you know, success will be measured in fifteen years

639
00:30:29,276 --> 00:30:31,596
Speaker 5: when her class is six hundred is now a seminar

640
00:30:31,676 --> 00:30:35,236
Speaker 5: of ten people, and they're historically looking at d see

641
00:30:35,276 --> 00:30:38,156
Speaker 5: what it used to be like. So it's a history

642
00:30:38,196 --> 00:30:40,796
Speaker 5: class as opposed to a moment in time class.

643
00:30:41,636 --> 00:30:43,396
Speaker 1: And so this is one of the reasons that I'm

644
00:30:43,436 --> 00:30:46,756
Speaker 1: excited not just about this conversation but about future conversations.

645
00:30:46,796 --> 00:30:49,516
Speaker 1: If your interest was piqued by this, I encourage you

646
00:30:49,676 --> 00:30:52,676
Speaker 1: to pay attention to the Happiness Lab podcast feed because

647
00:30:52,676 --> 00:30:55,076
Speaker 1: we're going to be continuing to have lots of conversations

648
00:30:55,116 --> 00:30:57,956
Speaker 1: with the folks at Sesame Workshop about best practices.

649
00:30:57,516 --> 00:31:00,116
Speaker 2: That we can use to engage with this. But with that,

650
00:31:00,276 --> 00:31:01,996
Speaker 2: I want to thank all of you for listening and

651
00:31:02,076 --> 00:31:03,676
Speaker 2: to think my fantastic panel.

652
00:31:03,956 --> 00:31:11,876
Speaker 1: Steve Youngwood, CEO of Sesame Workshop, Kay Wilson Stallings, Chief

653
00:31:11,916 --> 00:31:18,956
Speaker 1: Production and Creative Development Officer, and there's probably somebody else I'm.

654
00:31:18,796 --> 00:31:20,356
Speaker 2: Forgetting to thank.

655
00:31:22,076 --> 00:31:25,156
Speaker 3: Yes, Elma, you forgot to thank you, Alma, But that's okay,

656
00:31:26,756 --> 00:31:27,556
Speaker 3: you know, dark a night.

657
00:31:27,796 --> 00:31:30,116
Speaker 7: Oh, I had a really good time learning all these

658
00:31:30,156 --> 00:31:31,156
Speaker 7: different strategies.

659
00:31:31,716 --> 00:31:33,556
Speaker 1: Well, thank you so much, Elmo. This has been such

660
00:31:33,556 --> 00:31:35,156
Speaker 1: a fun conversation and I hope we can do it

661
00:31:35,196 --> 00:31:35,996
Speaker 1: again sometime soon.

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00:31:36,156 --> 00:31:36,796
Speaker 3: Yeah, I'm much here.

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00:31:37,396 --> 00:31:41,676
Speaker 2: Thank you so much for Elmo. Everyone, gog you, hie everybody.

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Speaker 3: Bye.

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00:31:42,676 --> 00:31:47,196
Speaker 1: Everyone. You might be surprised to hear that I kind

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00:31:47,236 --> 00:31:49,676
Speaker 1: of share Steve's hope that I can retire from teaching

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00:31:49,836 --> 00:31:53,156
Speaker 1: my college happiness class. My dream is that someday we

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00:31:53,236 --> 00:31:55,916
Speaker 1: won't need people like me teaching well being strategies to

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00:31:55,996 --> 00:31:58,836
Speaker 1: young adults, because all those emotional skills will be as

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00:31:58,916 --> 00:32:01,796
Speaker 1: much a part of early educational development as learning the

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00:32:01,836 --> 00:32:04,956
Speaker 1: ABC's or how to ride a bike. But We've got

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00:32:04,956 --> 00:32:06,596
Speaker 1: a lot of work still to be done to get

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00:32:06,636 --> 00:32:08,756
Speaker 1: to that point, and I hope that the Happiness Labs

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00:32:08,836 --> 00:32:11,676
Speaker 1: up in collaboration with the Sesame Street Folks, will be

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00:32:11,716 --> 00:32:14,676
Speaker 1: an important first step in that direction, showing that it's

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00:32:14,756 --> 00:32:17,436
Speaker 1: never too late and also never too early to pay

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00:32:17,476 --> 00:32:20,796
Speaker 1: attention to what science has to say about happiness. So

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00:32:20,916 --> 00:32:23,476
Speaker 1: keep an ear out for that very special season coming

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00:32:23,556 --> 00:32:26,836
Speaker 1: this fall. And just a reminder that Sesame Workshop is

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00:32:26,876 --> 00:32:30,836
Speaker 1: a nonprofit organization with a mission to help kids grow smarter, stronger,

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00:32:30,916 --> 00:32:33,876
Speaker 1: and kinder. The work they do is funded by donations

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00:32:33,956 --> 00:32:36,236
Speaker 1: big and small, so if you really want to become

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00:32:36,276 --> 00:32:39,796
Speaker 1: a part of their important mission to improve children's emotional wellbeing,

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00:32:40,196 --> 00:32:43,876
Speaker 1: then be sure to visit sesameworkshop dot org, forward slash

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00:32:43,996 --> 00:32:44,596
Speaker 1: support us