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To investigate whether educational television can enhance problem-solving process skills among preschool children, 116 three- to five-year-olds watched 12 episodes of Sesame Street – either engineering-based "playful problem solving" episodes, or episodes about social-emotional learning. Assessments were conducted on three levels: comprehension and delayed recall of educational content, parental observations of learning, and transfer of learning. Results indicated that 48–65% of children recalled problem-solving content after a 1–2 week delay, and 98% of parents reported examples of children's real-life learning. Repeat viewing of playful problem solving episodes significantly predicted pretest-posttest gains in hands-on transfer tasks, with increases in both the variety of problem-solving heuristics used and the efficiency of children's process. There were no significant effects on children's solutions, suggesting children modeled process skills and did not simply learn right answers. Thus, data support Sesame Street's educational impact on process skills, and demonstrate benefits of playful learning that can be obtained by viewing televised models. [ABSTRACT FROM AUTHOR]

Traditionally, theory and practice are treated as separate silos when designing educational media, or at best, as theory informing practice in a one-way relationship. The relationship between theory and practice, however, is most productive when seen as reciprocal, existing in an iterative relationship with each influencing the other in turn. This paper reflects on the Sesame Street production and research described earlier in this special section, drawing lessons and implications for future theory and research. Implications are also drawn for future productions of Sesame Street and its international co-productions, extensions into ancillary media, and, more broadly, educational media in general, informed by a global advisory panel and the development of a global theoretical framework for future multiplatform content creation. Beyond informing Sesame Workshop's approach to creativity and playful problem solving, this paper offers a model for media makers seeking to bridge the research-practice gap. [ABSTRACT FROM AUTHOR]

Innovative methods for remote data collection, developed during the COVID-19 pandemic, also carry value for extending the reach of future research. Using the case study of an evaluation of children's learning from Sesame Street, this methodological paper discusses challenges of assessing preschool children's hands-on problem solving remotely via video chat, as well as techniques that were used to overcome these challenges, to yield rich, reliable data. These techniques pertained to every phase of the research: materials and preparatiory work prior to data collection, procedural and technical considerations during sessions (including enlisting assistance from the children's parents), managing children's behavior, preventing parents from influencing their children's responses, and considerations during data analysis. Although remote methods should not replace in-person research in all cases, they hold the potential for increasing the geographic and demographic diversity of samples, thus producing more representative and generalizable data. [ABSTRACT FROM AUTHOR]

Drawing upon Vygotskian and Piagetian learning theories, recent research reveals children's learning can be maximized through a specific Active Playful Learning (APL) approach called guided play. The deepest and most engaging learning happens during guided play. In guided play, adults might prepare an environment and set a learning goal, but children get to direct their own play and exploration towards that goal. Research suggests that guided play fosters math skills, shape knowledge, task switching, spatial vocabulary, literacy, language, social interaction, and physical activity. The intersection of play and the intentionality of having a learning goal holds great potential as a pedagogical approach that can be applied to technology, community spaces, and to classrooms. We describe current directions in: (1) the conceptualization of guided play, (2) areas for implementing this approach in formal and informal education (including television and digital applications, as in the case of Sesame Street), and (3) future opportunities and challenges. [ABSTRACT FROM AUTHOR]

Preschoolers' experiences with shapes are important because geometry is foundational to aspects of mathematics and it is now part of the Common Core for school-readiness. Exposure to shapes also provides experiences that are key to developing spatial thinking more broadly. Yet achieving a strong conceptual understanding of geometric categories can extend well into elementary school (Satlow and Newcombe, 1998) despite a general sense that many kindergarten children "know their shapes." The extended time period may be partially a product of the nature of the spatial input to which children are exposed. This study characterizes the geometric input preschoolers receive from three sources: shape books, sorters, and interactive digital content. These shape materials were examined for the types of shapes they include. Shapes were further classified as canonical (e.g., equilateral triangles) vs. non-canonical (e.g., isosceles or scalene), and whether the shape was presented as a geometric form vs.everyday object and in isolation vs. embedded in a scene. The quantity of shape terms was documented for each shape material. The level of sophistication of associated shape language was assessed by tracking the presence of geometric adjectives and explicit definitions. Findings suggest that children are exposed to a limited number of shape categories and very few non-typical variants within those categories. Shapes were typically labeled with only a single generic identifier (e.g., "triangle") and few of the materials provided explicit definitions, geometric adjectives (e.g., "scalene"), or identified similarities and differences across shapes. Findings suggest a need for more thoughtful design of shape learning materials to provide variety and evoke discussion of their defining properties.

This study moves beyond previous investigations to examine whether an educational intervention combining shared book reading with a vocabulary game increases children's vocabulary knowledge. Four-year-olds (N = 44) were randomly assigned to dyads in either an intervention (shared book reading plus vocabulary review game) or comparison condition (shared book reading, after-reading vocabulary review, and game that did not teach vocabulary). After two 30-min sessions, results demonstrated that the intervention condition outperformed the comparison condition on measures of receptive and expressive knowledge of taught vocabulary words. Children in the intervention group who scored the lowest at pretest on the receptive measure saw the most gains in taught word knowledge. Findings suggest that combining vocabulary gameplay with shared book reading improved children's learning of the vocabulary words in comparison to a comparison group. [This paper was published in "Mind, Brain, and Education," (EJ1108482).]

Early spatial skills predict the development of later spatial and mathematical skills. Yet, it is unclear how comprehension of the words that capture spatial relations, words like behind and under, might be associated with children's early spatial and mathematics skills. The current study addressed this question by conducting a moderated mediation model to test the potential moderating effects of group factors, such as socioeconomic status (SES) and gender, on the possible mediation of spatial language comprehension on the association between spatial skill and mathematics performance. In total, 192 3-year-olds were tested on a battery of assessments, including a novel Spatial Language Comprehension Task, a test of spatial skills (2- and 3-dimensional trials of the Test of Spatial Assembly [2D and 3D TOSA, respectively]), and a composite of 2 mathematical assessments. The results indicate that this novel Spatial Language Comprehension Task is a reliable measure useful for examining group differences and the early space--math link. Specifically, higher-SES preschoolers and females had higher spatial language comprehension compared with their lower-SES peers and males, respectively. These SES and gender disparities in spatial language comprehension are concerning, given the strong association between spatial language comprehension and mathematics skills. Additionally, spatial language comprehension mediated the association between spatial skill and mathematics performance for females only. Future work should examine the potential causal role that spatial language comprehension may have in concurrent and later spatial and mathematics skills.

The prevalence of Autism Spectrum Disorder (ASD) is growing rapidly, affecting 1 in 59 children in the United States in 2018. Individuals with ASD currently receive fragmented care that threatens their health and well-being. Challenges of autism care include disconnections between the medical system and school supports, poor care coordination between primary care and specialists, and saturation of neuropsychiatry-based centers' capacity to care for the ASD population. ASD treatment also lacks of a coordinated system of care for patients' multi-system comorbidities. Families are calling for an ASD care delivery system to meet their needs and the needs of their children. To serve people with ASD and their medical and other providers, we propose a coordinated approach to care grounded in primary care. We call the model the "Systematic Network of Autism Primary Care Services (SYNAPSE)." We develop the model by applying the frameworks of "coproduction" of care and chronic disease management. In this Commentary we discuss the model's rationale, underpinnings, and the implications for clinical practice. We advance these ideas to align with policy makers' recognition of the importance of primary care for ASD, as reflected by the most recent Interagency Autism Coordinating Committee (IACC) meeting at the National Institute of Mental Health.

Spatial skills are associated with mathematics skills, but it is unclear if spatial training transfers to mathematics skills for preschoolers, especially from underserved communities. The current study tested (a) whether spatial training benefited preschoolers' spatial and mathematics skills, (b) if the type of feedback provided during spatial training differentially influenced children's spatial and mathematics skills, and (c) if the spatial training's effects varied by socioeconomic status (SES). Preschoolers (N = 187) were randomly assigned to either a 'business-as-usual' control or one of three spatial training groups (modeling and feedback [MF]; gesture feedback [GF]; spatial language feedback [SLF]). Three-year-olds were trained to construct puzzles to match a model composed of various geometric shapes. New models were created similar to the 2-dimensional trials of the Test of Spatial Assembly (TOSA). Training was given once per week for 5 weeks. Preschoolers were pretested and posttested on 2D and 3D TOSA trials, spatial vocabulary, shape identification, and 2 mathematics assessments. Results indicate that first, any spatial training improved preschoolers' 2D TOSA performance, although a significant interaction with SES indicated improvement was driven by low-SES children. Furthermore, low-SES children showed greatest gains on the 2D TOSA with MF and GF. Second, MF and GF improved low-SES children's performance on the 3D TOSA. Third, only low-SES children with MF saw improvements in far-transfer to mathematics (Woodcock-Johnson: Applied Problems, but not the Test of Early Mathematical Ability). Results indicate that, especially for low-income learners, spatial training can improve children's early spatial and mathematics skills.

How can we transform places where people gather or wait into hubs for interaction and playful learning? Bus stops offer one setting in which to test this idea. Urban Thinkscape reimagines an everyday bus stop in an under-resourced area as an interaction zone instead of merely a place to wait for a ride. Results suggest that embedding playful learning into architectural design is associated with increases in targeted types of caregiver interaction and child language use. Compared to pre-installation data as well as data from a control site (a neighborhood playground), Urban Thinkscape suggests that we can build public spaces in ways that invite the kinds of interactions known to support later learning in language and STEM.

The current study aims to deepen the knowledge of students' experiences of teachers' assessment related instructional actions, with particular focus on problematic consequences of an intensified assessment paradigm. Its empirical material consists of 20 focus-group interviews with a total of 102 sixteen- to eighteen-year-old students in ten Swedish municipalities. Through inductive qualitative content analysis on manifest data level, six categories of aspects emerge that together describe students' experiences of assessment related instructional actions. Clearly, assessment, learning goals, knowledge requirements, tests, and grades are dominant elements in Swedish students' classroom life. Consequently, they often feel strong pressure and great insecurity. For the students, it seems to make no difference whether assessment purposes are summative or formative. Rather, it appears to be the total amount of assessment related instructional actions that causes stress, and decreased desire to participate and learn in school. The results are problematized and discussed through the lens of the concepts of dilemmas and complementary attitudes. It is argued that the last decade's intensified assessment paradigm, with its numerous macro-level reforms and decisions with bearing on summative as well as formative assessment, has led to teachers adjusting pedagogical and ethical positions in the classroom. Consequently, counterproductive practices seem to have evolved.

A child's early language skills are one of the best predictors of academic success, and a number of community interventions have aimed to increase caregiver-child interactions to improve language development and related outcomes. This article describes ongoing community efforts in Tulsa, Oklahoma, and Philadelphia, Pennsylvania, aimed at enriching caregiver-child interactions during everyday moments and in community settings. These interventions target everyday spaces, such as grocery stores or bus stops, and encourage playful learning and conversations through messaging and suggested activities. Descriptions of interventions are provided, as well as initial research findings and lessons learned about program implementation and working with community partners.

Colonies of the red harvester ant (Pogonomyrmex barbatus) differ in how they regulate collective foraging activity in response to changes in humidity. We used transcriptomic, physiological, and pharmacological experiments to investigate the molecular basis of this ecologically important variation in collective behavior among colonies. RNA sequencing of forager brain tissue showed an association between colony foraging activity and differential expression of transcripts related to biogenic amine and neurohormonal metabolism and signaling. In field experiments, pharmacological increases in forager brain dopamine titer caused significant increases in foraging activity. Colonies that were naturally most sensitive to humidity were significantly more responsive to the stimulatory effect of exogenous dopamine. In addition, forager brain tissue significantly varied among colonies in biogenic amine content. Neurophysiological variation among colonies associated with individual forager sensitivity to humidity may reflect the heritable molecular variation on which natural selection acts to shape the collective regulation of foraging.

CRISPR-Cas RNA-guided endonucleases hold great promise for disrupting or correcting genomic sequences through site-specific DNA cleavage and repair. However, the lack of methods for cell- and tissue-selective delivery currently limits both research and clinical uses of these enzymes. We report the design and in vitro evaluation of S. pyogenes Cas9 proteins harboring asialoglycoprotein receptor ligands (ASGPrL). In particular, we demonstrate that the resulting ribonucleoproteins (Cas9-ASGPrL RNP) can be engineered to be preferentially internalized into cells expressing the corresponding receptor on their surface. Uptake of such fluorescently labeled proteins in liver-derived cell lines HEPG2 (ASGPr+) and SKHEP (control; diminished ASGPr) was studied by live cell imaging and demonstrates increased accumulation of Cas9-ASGPrL RNP in HEPG2 cells as a result of effective ASGPr-mediated endocytosis. When uptake occurred in the presence of a peptide with endosomolytic properties, we observed receptor-facilitated and cell-type specific gene editing that did not rely on electroporation or the use of transfection reagents. Overall, these in vitro results validate the receptor-mediated delivery of genome-editing enzymes as an approach for cell-selective gene editing and provide a framework for future potential applications to hepatoselective gene editing in vivo.

Introduction: Triage systems play a vital role in emergency department (ED) operations and can determine how well a given ED serves its local population. We sought to describe ED utilization patterns for different triage levels using the National Hospital Ambulatory Medical Care Survey (NHAMCS) database. Methods: We conducted a multi-year secondary analysis of the NHAMCS database from 2009-2011. National visit estimates were made using standard methods in Analytics Software and Solutions (SAS, Cary, NC). We compared patients in the mid-urgency range in regard to ED lengths of stay, hospital admission rates, and numbers of tests and procedures in comparison to lower or higher acuity levels. Results: We analyzed 100,962 emergency visits (representing 402,211,907 emergency visits nationwide). In 2011, patients classified as triage levels 1-3 had a higher number of diagnoses (5.5, 5.6 and 4.2, respectively) when compared to those classified as levels 4 and 5 (1.61 and 1.25). This group also underwent a higher number of procedures (1.0, 0.8 and 0.7, versus 0.4 and 0.4), had a higher ED length of stay (220, 280 and 237, vs. 157 and 135), and admission rates (32.2%, 32.3% and 15.5%, vs. 3.1% and 3.6%). Conclusion: Patients classified as mid-level (3) triage urgency require more resources and have higher indicators of acuity as those in triage levels 4 and 5. These patients’ indicators are more similar to those classified as triage levels 1 and 2.

To determine the effect of patient immigrant status on physician trainees' diabetes treatment decisions. Participants were 140 physician trainees ('providers'). Providers viewed videos and vignettes of virtual patients differing in immigrant status (born in Mexico or U.S.; other characteristics held constant). Analyses were completed at the group and individual levels. Providers were less likely to refer foreign-born (vs. U.S.-born) patients to endocrinology. Individual-level results showed an almost even split between treatment ratings for foreign-born vs. U.S.-born patients for three decisions (take no action, add oral hypoglycemic agent, add/switch to insulin), explaining why group-level differences for these ratings did not emerge (i.e., they were cancelled out). Physician trainees are less likely to refer foreign-born patients to endocrinology. Half of individual-level decisions were influenced by patient immigrant status, but group-level analyses mask these differences. Systematic treatment differences based on non-relevant factors could lead to adverse outcomes for immigrants., Author(s): Loretta Hsueh [sup.1] [sup.2] , Adam T. Hirsh [sup.2] , Tamika Zapolski [sup.2] , Mary de Groot [sup.3] , Kieren J. Mather [sup.3] , Jesse C. Stewart [sup.2] Author [...]