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Report to the CPB-PBS Ready To Learn Initiative

Adrian and Jessica:

Value of Transmedia

Four-year-old Adrian and his mother, Jessica, live in the San Francisco Bay Area. During the home visits,

researchers spoke with Adrian and Jessica in their living room, equipped with a long, L-shaped sofa and a

single sofa chair along the edge of wall. On the other side of the room were the front door, which was left open,

and a play area with toys. The TV was positioned on a wall at the front of the room, and was paused on what

appeared to be an animated children’s movie.

At the second visit, Adrian initially played with an iPad, lying on the chair, his legs over the arm. Later, when Adrian

started to play with the Chromebook laptop, he moved to the larger sofa so that his mother could sit beside him.

Jessica brought over a small round table so the Chromebook could be in front of them. During the activity, Adrian sat

next to his mother on the couch, stood up and danced, or knelt on the carpet to use the laptop and trackpad.

Jessica asked Adrian if he wanted to play a game. “The Chicky!” he responded gleefully, and Jessica navigated to the

Chicken Dance Game, a PEG+CAT game in which players help chickens complete their “really cool dance” pattern

by choosing the dance step for the last chicken in the group. As they played, Adrian’s mother consistently attempted

to direct the conversation and support Adrian’s game play by asking questions like “What comes next?” and “Is that

the right one?” Adrian retained control over the game, choosing “Free Play” instead of “Replay” and selecting patterns

he wanted to make, even when Jessica encouraged him to try other ones. Music and other game sounds seemed

to catch Adrian’s attention, keeping him engaged with the game. As the game progressed, he danced along with the

game and mimicked the “cheep, cheep” sound the game produced to indicate incorrect answers.

Next up was the PEG+CAT episode, The Beethoven Problem. Like with the Chicken Dance Game, Adrian seemed

to enjoy the music, nodding his head in time to the beat and humming and singing along at some places. At the

start of the video, Adrian stood up and began to dance along. Sometimes, he counted along with the video or made

comments about what he saw happening on screen to his mother; at other times, he sat quietly beside Jessica,

intently watching the video. While he seemed to enjoy the video, particularly the music, watching it fully seemed to be

a challenge for Adrian, and he moved around from one spot to the other while it played.

Jessica reported that Adrian learned from the PEG+CAT games and videos, but she worried that when he watched

videos on his own, he did not pay attention to the counting, subtracting, or measuring that is taking place on-screen.

When games accompanied the video and Adrian was able to do the activities himself, Jessica felt that he understood

more of the math. Jessica also said that Adrian was learning about patience from PEG+CAT. Even though Jessica did

not believe that Adrian knew how to apply Peg’s

strategy to his own life—and count backwards

from ﬁve to calm down when he became

frustrated—he often noticed Peg’s frustration

while watching the show and would point out

that Peg “needs to calm down.”

A still from the PEG+CAT episode

The Beethoven Problem.

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Supporting Parent-Child Experiences with PEG+CAT Early Math Concepts

Sonia and her four-year-old daughter, Ana, live in the San Francisco Bay Area. During one of the research visits

to their home, which was conducted in Spanish in the family’s living room, Ana sat in a child-sized folding chair

next to a low table in the middle of the room, and Sonia sat next to her in her own chair, a little farther back.

Sonia reported that she and Ana would typically watch or play together once or twice a day. Other times, Ana

would play or watch independently in the same room.

During the second visit, Ana chose to watch The Big Dog Problem, reportedly one of her favorite PEG+CAT

episodes from the suggested media. In this episode, Peg and Cat need to mail some important letters for Peg’s

mom, but they ﬁnd a very big dog blocking the mailbox. Although they are scared at ﬁrst, Peg and Cat eventually

make friends with the dog who helps them “become tall enough” to reach the mailbox and mail the letters.

As they began watching, Sonia initially guided Ana, telling her where to click to play the video on the Chromebook

laptop. The two of them watched the show together quietly for the ﬁrst few minutes until Sonia asked Ana to

pause the show, saying “Can you explain to me what was going on, because I didn’t understand?” This

happened several times—Sonia asked Ana to pause the show so she could raise questions that prompted Ana

to explain what was happening in the video—until Ana’s infant sister started to cry in the other room and Sonia

left to attend to her. After a few minutes, Sonia returned with the baby and stood behind Ana, rocking the child,

watching the video, and continued to ask Ana questions.

Ana seemed to enjoy talking about the video and she responded to most of her mother’s questions although she

ignored a few when she was completely engrossed in the video. When the video ended, Sonia turned the conversation

to real life and how they could reach something that was up high and out of reach—the problem encountered by Peg

and Cat in this episode. Ana told her mother they could bring a ladder and

climb, or they could jump, “be big and reach,” or bring a chair or table to

be bigger. When Sonia asked Ana if she learned anything, Ana said that

“Peg measures Cat’s height,” which happens at the end of the episode.

Sonia reported that since watching PEG+CAT, Ana had begun to copy

Peg’s language and antics. At times, Ana would say, “I have to think,” and

“I have to ﬁnd a way,” putting her ﬁnger to her forehead, and when she

saw a mess she wanted to clean up, she would say that she was going to

think of a solution. Her mother also said that Ana liked to count, and often

counted along with Peg. Ana also liked to play the PEG+CAT game, Pizza

Place, and when they ordered pizza in real life, Ana had started requesting

a speciﬁc number of her favorite toppings, just like the game.

Ana and Sonia:

Bringing Math and Problem-Solving to Life

A still from the PEG+CAT episode

The Big Dog Problem.

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Report to the CPB-PBS Ready To Learn Initiative

Liliana and Angela:

Opportunity for Additional Modeling

Liliana is four years old and lives in the San Francisco Bay area with her mother, Angela, her father, and two

siblings. The home visits took place in the living room and, although everyone was home, only Liliana remained

in the room during the visit; her mother came and went, and her siblings and father remained in other rooms

of the home.

Angela said her daughter enjoyed the PEG+CAT videos, watching them over and over again. During the visit,

Liliana selected and watched The Penguin Problem on the tablet as she sat and ate a hot dog. Her mother

stood beside her and explained, “I stand here because the worksheet said that an adult is supposed to be

here to supervise the media.” Her mother was referring to a Parent Tip Sheet the study team had provided,

which offered suggestions for how parents could interact with their children as they watched and played media

together. Her mother remained quiet as her daughter watched the video, and then left to go into the kitchen.

Liliana remained at the table and when the video ended, she replayed The Penguin Problem episode again,

bouncing her legs to the music, eating her hot dog, and watching intently.

Angela returned a little later and helped Liliana ﬁnd the PEG+CAT game Chicken Blast Oﬀ. Liliana began to play

alone as her mother stood beside her and watched silently. At one point, Liliana had to choose the appropriate

shape from a series of options. She pointed to one, turned to her mother, and asked, “Este?” wanting to know

if the shape she wanted to choose was the correct one. Her mother continued to watch but did not respond.

Liliana made her selection, continued to play through several levels, and expressed delight when the game’s

narrator told her she had done something “totally awesome!”

Angela expressed preferences for some videos and games over others, favoring Pizza Place because “it teaches

[Liliana] how to count,” and Chicken Blast Oﬀ, because it “helps teach shapes” and “where to put things.”

Angela also mentioned that she disliked The Penguin Problem because she found that there was less for Liliana

to do while she watched it.

A still from the online

game Chicken Blast Oﬀ.

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Supporting Parent-Child Experiences with PEG+CAT Early Math Concepts

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Report to the CPB-PBS Ready To Learn Initiative

The study has the following limitations and constraints.

• While this sample is appropriate to the goals of the PEG+CAT Study and broadly representative of the audience

served by the Ready To Learn Initiative, the sample is not nationally representative of the population of preschool

children and their families. The study sample included children and families living in urban neighborhoods where

there is a higher concentration of low-income households and of children who speak a language other than

English at home.

• The study sample may be biased, as families volunteered to participate in the study; thus selection bias (i.e.,

the participation of families where parents are favorably disposed toward media-rich forms of learning) cannot

be ruled out. Because the study families are motivated and more likely than the population as a whole to

use the media intervention, it suggests that our ﬁndings may overestimate the effect across the population of

pre-K families (or of a more representative sample of pre-K families). Given these limitations, the ﬁndings apply

speciﬁcally to the children and families who participated in this study, and do not support inferences about

children in general.

• A customized approach to assessment was required because few validated early mathematics assessments

exist. Currently, there are no standardized preschool mathematics measures with valid subtests for the particular

skills (counting, patterns, shapes, measurable attributes, ordinal numbers, and spatial relationships) targeted

by the study experience. Although these skills are central to the development of mathematical reasoning and

knowledge, assessments are only just beginning to attend to these skills and none has sufﬁcient detailed

subtests to measure them. Additionally, the scope and depth of the intervention itself were very limited, requiring

an assessment that was similarly focused.

• The mathematics assessment used by the research team to measure child outcomes has not been fully validated.

Although the research team followed guidance on assessment development (including Evidence Centered Design

(ECD) principles and guidelines for assessment development for young children, and conducted pilot testing)

and conducted psychometric analyses to evaluate item performance and evaluate factor structure (Exploratory

Factor Analysis (EFA)/Conﬁrmatory Factor Analysis (CFA), Cronbach’s alpha coefﬁcients, etc.), researchers

Limitations

and Constraints

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Supporting Parent-Child Experiences with PEG+CAT Early Math Concepts

have not conducted studies to comprehensively examine the validity of the measure (for instance, examined

associations with other measures of similar or related abilities nor examine item performance in various samples).

• Because the intervention was 12 weeks in duration, long-term changes to parent/caregiver attitudes and impacts

on children’s skills and knowledge are not known.

• Parent/caregiver ﬁndings are based primarily on self-report data. Aside from surveys parents completed at the

beginning and the end of the study, researchers did not directly measure parents’ and caregivers’ attitudes and beliefs.

• Although researchers employed a variety of data sources to capture and describe families’ use of the PEG+CAT

resources, estimates of engagement with the intervention resources are, at best, close approximations. For

example, the system log data indicate that the child or a family member visited the page containing a PEG+CAT

resource, but not the length of time spent viewing, whether the child or another individual was viewing the

resources, or the extent to which the viewer was fully engaged in the resource or not attending at all. The media

diaries relied on self-report data on a number of items that were not ﬁne-grained by design (in order to reduce

burden on respondents and ensure a high response rate). The home visit and focus group data involved only a

sub-sample of study participants.

• Given the limited sample size, it is possible that the study did not have sufﬁcient power to detect smaller effects.

Report to the CPB-PBS Ready To Learn Initiative

Discussion and

Future Research

Findings from this CPB-PBS Ready To Learn study will be of particular interest to parents, educators, media producers,

researchers, decision makers at funding agencies, and policy makers who hold twin interests in children’s early learning

and caregiver supports. Increasingly, these stakeholders recognize that if an intervention is to be successful among

families living in poverty then it must have a dual focus on both children and the adults who care for them (DeNavas-

Walt & Proctor, 2015). Speciﬁcally, this study documented how engagement with PEG+CAT, a ﬁrst-generation public

transmedia property, had measurable positive effects for children as well as their caregivers living in underserved

communities. The study examined how PEG+CAT videos, video clips, and online games were taken up by families

in home environments, and how the use of these media supported positive mathematics learning outcomes among

children and positive attitudes among parents/caregivers towards mathematics learning and technology, both in

general and as a tool for promoting mathematics learning.

This study builds on research from Common Sense Media and the Joan Ganz Cooney Center documenting the extent to

which technology and media, including educational media, are now a regular part of American childhood (Rideout, 2013;

Rideout, 2014). It also extends the work of researchers who are creating an evidence base emphasizing how home use of

educational media can support children’s learning of skills and practices that are valued in school (McCarthy et al., 2012;

Starkey, Klein, & Wakeley 2004). Given that a signiﬁcant proportion of children’s waking lives unfold outside of school, “in the

multiple contexts and valued practices of everyday life” (Banks, et al., 2007, p.12), the ubiquity of digital media in the lives

of families, especially in their homes, has the promise to advance children’s learning by offering “a breadth of experiences,

guides, and locations” (Banks et al, 2007, p.12).

Another useful frame for the ﬁndings of this study comes from Kearney and Levine’s (2015) recent work examining the

beneﬁts of Sesame Street to preschoolers in low-income families and neighborhoods. While the majority of preschool-aged

children in the United States do not yet have access to high quality early childhood programs where they might learn the

skills they need to succeed in school, public media programs are available to nearly all children. In this context, two questions

taken up by the public media system are: Can young children living in low-income communities be reached through digital

media in ways that are beneﬁcial to them and their caregivers? If so, can public media resources foster the learning of early

mathematical skills likely to improve children’s learning experiences and outcomes in kindergarten and beyond? The ﬁndings

from the current study offer some evidence addressing these questions. More importantly, they open the door to future

studies that continue to push the boundaries of how and when such learning can take place for all children, and particularly

for children in families with limited ﬁnancial resources, who might also be underserved by public preschools.

Supporting Parent-Child Experiences with PEG+CAT Early Math Concepts

Children’s Math Learning

Young children who demonstrate age- and grade-appropriate math skills at an early age are on track for later success

in school, whereas failure to achieve early math learning milestones is associated with later poor performance in school.

EDC/SRI’s analysis of the child assessment data in this study indicates that the PBS KIDS PEG+CAT intervention had

a signiﬁcant positive inﬂuence on some of the mathematics skills promoted by the program. This ﬁnding builds on

Starkey, Klein, and Wakeley (2004) who found that home experiences with educational media and technology could

support early mathematics learning. In particular, EDC/SRI analyses identiﬁed positive outcomes for math skills that

are less commonly taught and practiced in formal and informal early childhood settings, such as ordinal numbers,

spatial relationships, and 3-D shapes even though researchers found no effects of the intervention for commonly-

taught skills, such as measurable attributes, pattern creation, counting, 2-D shapes, and pattern continuation. This

suggests that through the PEG+CAT experience, children in the PBS KIDS group were likely to have been introduced

to, and provided with opportunities to explore and practice mathematics skills beyond those that children are typically

likely to encounter at home and school.

The ﬁndings also lead to new areas worthy of exploration. For example, one reason why children are not typically

exposed to mathematical learning experiences involving ordinal numbers, spatial relationships, and 3-D shapes could

be because parents/caregivers may believe that young children are not equipped to understand these concepts.

Other reasons might be that parents and caregivers are unaware that these are mathematical skills valued in school,

and unacquainted with developmentally appropriate opportunities and strategies to incorporate these ideas into

their interactions with children. While prior research by Ginsburg, Lee, & Boyd (2008) indicates that young children

are capable of learning mathematical content in these areas and that adult-child interactions can advance children’s

learning of sophisticated ideas valued in formal learning environments, few studies have examined how best to

help parents and other caregivers introduce these concepts to their children. Further study examining adult uptake

of information about early math learning for young children, and also about adult-child interactions around math

activities as a way to support skill development, can take these ﬁndings to the next level and can support continued

development of resources that support developmentally appropriate content-area learning for all children.

Parent/Caregiver Behavior and Attitude Changes

Engaging parents in their children’s school-based early learning experiences is a goal of most contemporary early

education programs, yet ﬁnding ways to engage parents in a sustained way that can address families’ needs and

respond to their circumstances can be very difﬁcult. Study data show that PBS KIDS families took up the curated

resources included in the PEG+CAT intervention despite the typical obstacles of home life, such as contending with

limited time to engage in a new activity. Parents and families were motivated to engage with the materials and concepts

introduced in the study, and their expanded view of technology as a tool to support their children’s mathematics

learning holds real promise for their children’s later academic experiences. PEG+CAT resources helped parents

recognize new areas of math to talk about and the family engagement materials provided families with support when

engaging with their child. While parents already may have recognized activities such as counting, making patterns,

and identifying 2-D shapes as math, families in the intervention condition had access to information about additional

math skills that encouraged them to extend children’s mathematical exploration beyond these basics.

Report to the CPB-PBS Ready To Learn Initiative

Parents in the PBS KIDS group reported that they were more likely to watch videos and play games together with

their children, and connect educational media with lived experience; they also reported increased conﬁdence in

supporting mathematics learning. All of these are positive signs for leveraging public media in support of early

learning. These differences in behavior may have resulted from exposure to the study resources, which included

speciﬁc information for parents about target math concepts, using technology to support learning, and engaging

in media viewing and playing with children. By providing this information in short and relatively accessible formats

(video and print information), parents were supported with enough information to engage fully with their child with the

media and interact around target math skills. In addition, the study sought to maintain parent engagement through

text and phone call reminders about study activities, adding to a small body of work demonstrating positive effects of

communicating regularly with parents, and sharing easy-to-receive, useful strategies for parents to engage with their

children’s learning (York & Loeb, 2014).

The study intervention was premised on the assumption that mediation of transmedia content is essential to maximize

the educational potential of these resources. In the design of this study, mediation took the form of (a) selecting,

curating, and sequencing developmentally appropriate PEG+CAT content aligned to valued early mathematical skills,

and (b) providing resources to enable an adult to jointly engage with media with children and through that joint

engagement, provide focus and make explicit the target learning goals for children. How to engage adults and help

them to guide their children is a challenge that developers of transmedia must address, and further research targeting

effective approaches to providing this support, such as modeling parenting strategies, will beneﬁt children, their

parents, and the overarching goal of connecting home and formal learning environments.

Family Engagement with PEG+CAT

Families’ positive responses to and consistent engagement with media experiences, as well as the lack of a

relationship between demographic characteristics and engagement, suggest that PEG+CAT appealed broadly to

children and families in our sample, regardless of language or ethnic group. Parents and families were motivated to

engage with study experiences and did so in high numbers. However, as one might expect in home environments,

which are casual and varied, families engaged with the materials in highly idiosyncratic ways (in terms of frequency

and sequence of experiences) that challenged the traditional ways that researchers typically consider ﬁdelity and

adherence to an intervention.

Results also suggest some implications for the design of the media experience. In particular, the degree of variation

among treatment families—how much and in what order they chose to engage with the PEG+CAT media—is

noteworthy because it brings into focus the question of how much the sequencing or ordering of particular resources

matters when it comes to the acquisition of particular skills, like knowledge of 3-D shapes.

The research team was exacting in the selection of PEG+CAT videos and games that focused on target skills and

used strategies known to make educational media most effective. Researchers organized these resources into an

adventure, during which concepts were introduced and then reinforced over the duration of the study. While most

families did not follow the recommended sequence, children in the PBS KIDS group improved in their understanding of

certain mathematical skills, in contrast to children in a business as usual comparison group. Moreover, the PEG+CAT

Supporting Parent-Child Experiences with PEG+CAT Early Math Concepts

resources that received the most views included videos and games that emphasized the mathematical skill areas in

which children improved the most. These two ﬁndings suggest that the speciﬁc order of a media experience may be

less important than one that provides children with repeated opportunities to engage with multiple videos and games

as they practice and master a focused set of skills.

Timing may be a consideration for curation and sequencing as well. It may be the case that in shorter-term studies such as

this one, sequencing is less important because the focus on particular skills is more constrained. Over longer stretches of

time, when children’s learning extends across a broader number of content and skill domains, efforts to curate resources

would beneﬁt from close attention to how media is taken up in homes and the opportunities for learning that currently exist,

as well as the order in which a child or family engages with particular resources so that children reinforce a particular skill in

increasingly sophisticated ways over time, and transfer their learning to other contexts.

Findings in the domain of families’ uptake of materials point to the need for media producers, educators, and

researchers to (a) improve their understanding of families’ current practices around media and the learning purposes

served by media, (b) design for the conditions under which media can promote different kinds of learning, and (c)

develop and disseminate resources to help families use media in a manner that fosters different kinds of learning for

children.

Future Research

Consistent with the overarching research goal of the Ready To Learn Initiative—collecting evidence on how best

to use ﬁnite resources to support children and families living in poverty experience success in learning—this study

suggests a number of areas that call for investment in further research.

• Research on intergenerational engagement and conditions supportive of collaborative

experiences. There is much more to learn about how parents, siblings and other family members support

children’s learning with media and technology resources. In particular, the ﬁeld needs increasingly detailed data

on the social conditions that inﬂuence family routines involving public and commercial resources, and how these

routines may catalyze and support learning.

• Research on gateways between informal and formal learning environments. Early mathematics

learning, as with science and learning in other disciplines, requires young children to have multiple experiences

with skills and concepts in different settings over time. There is much more to understand about how children

can move between home and preschool (as well as among car/train rides and grocery store/laundromat visits)

and how the adults in their lives can use these as connected, rather than isolated, opportunities for children’s

engagement and learning.

• Research on family engagement and strategies that support caregivers’ understanding of young

children’s learning. Video, texting, and audio clips all are potential pathways for reaching the adults in young

children’s lives with tools and resources for promoting children’s learning. Programs that target early learning

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