Shalom Sesame: Using Media to Promote Jewish Education and Identity

Abstract

A family survey, ethnographic study, and quasi-experimental study investigated Shalom Sesame's potential to enhance understanding of Jewish culture and identity among preschool families. Preschoolers demonstrated significant learning, recognizing that people who looked different could be Jewish, and in knowledge about Hebrew words, Jewish holidays, and things they would see in Israel. Learning also extended beyond the screen, via spontaneous family discussions/activities, and an increased desire to celebrate holidays or visit Israel. The videos held particular value for interfaith families and those outside established Jewish communities. Parents valued Shalom Sesame for helping children connect to the broader Jewish community, deepening their own connection, and educating non-Jewish relatives and friends.

Acknowledgments

This article draws upon research from several major studies. As such, the authors gratefully acknowledge the hard work of the other researchers who also contributed to those studies: Meagan Bromley, James Colee, Shoshana Dayanim, Gregory Donovan, Erin Forman, Rachel Graham, Tamara Heimlich, Randi Kestin, Jinny Ree, Deborah Sheehan, Jennifer Tomforde, and Linda Young. In addition, we appreciate the support of the staff of Sesame Workshop and the Shalom Sesame production team (especially June Lee, Charlotte Cole, Shari Rosenfeld, Danny Labin, and Shira Ackerman Simchovitch). All of the Shalom Sesame reported here was funded by a generous grant from the Jim Joseph Foundation to Sesame Workshop. Finally—and perhaps most of all—we are grateful to the literally hundreds of children, families, and teachers who participated in the studies. Without them, the research would have been impossible.