Here you will find a list of videos which are collected from various pages throughout the Curriculum Toolkit website.
Mister Rogers' Neighborhood Videos
Mister Rogers demonstrates artistic animation by using flip cards to simulate movement. The example also provides a nice illustration of using imagination and creativity.
Mister Rogers talks with children about why we have teeth and that teeth are not used for biting others.
In the neighborhood of make-believe, Daniel Striped Tiger overcomes his fear of Santa Claus.
Mister Rogers talks about how you can use a shoebox for many purposes and then makes a shoebox into a bed.
Mister Rogers talks to children about it being good to wonder about things and how that is what helps us learn.
Mister Rogers uses song to talk about the various ways that children can deal with anger and how children can learn to have control over their behavior.
Mister Rogers uses nursery rhyme posters to help children learn how using their imagination can help them deal with disappointment.
Mister Rogers plays the piano to express feelings such as fear, anger, and happiness.
Mister Rogers talks about how giving or accepting things is a way of showing love.
Lady Elaine is worried that Prince Tuesday and Daniel Striped Tiger are not prepared to go to school.
Mister Rogers talks about how we are more than just what’s on the outside and that it’s important to understand and love the things on the inside, like our thoughts and feelings.
Mister Rogers plays hide and seek with the viewer and talks about how it’s frustrating when you can’t find who you are looking for.
Mister Rogers uses the blank pages of a book to teach children about imagination.
Mister Rogers sings “It’s You I Like”.
Mister Rogers builds a model airplane.
Mister Rogers shows children how to make toys out of objects that were going to be thrown away and the enjoyment of making your own toys.
One of Mister Rogers’ goldfish dies and he buries it in the yard. Mister Rogers talks about losing a pet when he was younger.
Mister Rogers shows children an x-ray of the rib cage and spinal cord.
Mister Rogers uses a magnifying glass to give children a different perspective on the various objects that are in their world.
This clip from Mister Rogers’ Neighborhood demonstrates the use of the trolley as a transitional object between reality and the land of make-believe.
Fred Rogers Oral History Project Interviews
Daniel Anderson discusses how children have the capacity to interact with television in a rational and sensible manner and that television has a strong power to communicate with children.
Daniel Anderson discusses how Mister Rogers’ Neighborhood was a single premise show in that it was designed exclusively for a preschool audience. This is in contrast to Sesame Street which was a deliberately double premise show in that it tried to appeal to parents as well as children.
Doreen Boyce discusses the importance of toys and games that involve children using their own creativity and the question of whether modern electronic toys can effectively do this.
Kirk Browning speaks of his goal of making the viewer care about what they are watching and the idea that television is not just for providing information, but for making the viewers feel and think.
Milton Chen discusses the importance of teaching about emotions through television and how Fred Rogers understood the connections between social/emotional learning and academic/cognitive learning.
Milton Chen speaks of his first impressions of Mister Rogers’ Neighborhood and how children form a real connection to what they see on television.
Nancy Curry discusses the importance of “eye gaze” as a way that human beings relate to one another and the ways in which Fred Rogers was able to use eye gaze to effectively connect with his audience.
Nancy Curry discusses the importance of transitional objects for children, in particular in helping children adjust from home to school, and how Mister Rogers’ Neighborhood used the trolley as a transitional object from reality to fantasy and back.
Ellen Galinsky reflects upon how Fred Rogers explored difficult topics with children by speaking directly to them and how children learned from this interaction.
Ellen Galinsky discusses how play is the mechanism through which children understand the world.
Joan Ganz Cooney discusses Fred Rogers’ strong belief in keeping reality and fantasy separate on his show and how this highlighted a significant difference in philosophy between Mister Rogers’ Neighborhood and Sesame Street.
Nancy Gruner discusses the strong connection that Fred Rogers was able to make with children, even in the early days of the show.
Susan Linn talks about the death of Fred Rogers with her puppet, Audrey.
Susan Linn discusses the Santa Claus Episode of Mister Rogers’ Neighborhood.
Susan Linn discusses how modern education has adopted the idea that children need to be entertained in order to learn. In contrast, she cites Mister Rogers’ Neighborhood as an example of how children can use their imaginations in constructing knowledge.
Angela Santomero discusses how imagination works differently for children when playing by themselves as opposed to watching television and that children often have a higher level of attention for visual stimuli.
Angela Santomero discusses her initiative to show the same episode of Blues Clues each day throughout the week because children learn more through repetition. Repetition is also integrated into the format of each show.
Angela Santomero discusses the development of Blues Clues and how the show pays tribute to Fred Rogers through processes such as interacting directly with the camera and having a specific transition to an imaginary world.
Josh Selig speaks of the influence of Mister Rogers’ Neighborhood on him as a person and the difficulty of getting support for using human beings as characters in children’s shows.
Josh Selig speaks about his beginnings in the field of children’s television and the importance of creating puppets as three-dimensional characters.
Dorothy Singer discusses how Mister Rogers’ Neighborhood used puppets in such a way to help children use their imagination, showing that you don’t need elaborate materials to help children learn.
Dorothy Singer discusses how Mister Rogers’ Neighborhood emphasized prosocial behaviors including civility and manners and how the show did teach cognitive skills, just not in an explicit manner.
Dorothy Singer reflects on the Fred Rogers’ visits to Yale University and the connection he developed with children and college students alike. She attributes this to the show discussing events and emotions to which children could relate.
Jerome Singer discusses how Mister Rogers’ Neighborhood complemented the basic cognitive processes of children in that it was slow-moving and allowed children time to reflect upon the concepts being taught.
Jerome Singer discusses the importance of make-believe or pretend play in child development and how Mister Rogers’ Neighborhood made use of this philosophy.
Jerome Singer discusses Albert Bandura’s Social Learning Theory and how it related to television viewing with children who are heavy viewers of television violence being more likely to engage in aggressive behavior and the positive effect of Mister Rogers’ Neighborhood in promoting pro-social behavior.
Jerome Singer discusses the need for television that promotes positive behavior in children and the importance of using real people as characters in children’s programming.
Off-site Miscellaneous Videos
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