Sesame Street was brought to you by the letters “U” and “L” and whatever numbers. Letters and numbers were merely an excuse for parents to guide their children towards Sesame Street.

The following Play School program, had several children spinning out honey into a container. Later, Play School had a step on garbage bin lid seen with blue eyes, 2 hosts singing while the bin lip bounced up and down as female host sang.

When I was young, I never watched children's programs. I remember watching old B/W Great Britain and US movies. Image scenery was realistic; spoken sentences were short with significant silent pauses in between sentences for memories and limited understanding to be remembered. Many of the movies were cowboy and war movies, actors were constantly moving around doing nothing relevant.

What's my point of argument? Children's modern programs are colourful yet images are mostly unrealistic cartoon and puppet talking animal characters; overly musical; too many short productions allow too many beginning theme songs. Too many puppets talking too fast between characters, with too few silent pauses between sentences. Characters aren't often talking about something that can be seen. What's spoken about may be non-existent fantasy objects. Many realist objects (exampling an elephant) have disturbing music heard in the background, with character interjection in the middle, “Mofy”.

All this rolled over limited baby intelligent information has very few progressive child-intelligence moving forward towards adult thinking memories.
You would think, as children get bored with colourful movement, little reason to take notice distractions, children will move onto something more thought provoking. Many children with limited 3D objects may turn into zombies.

My opinion is that boredom encourages exploration, picking up 3D objects to figure out what objects do. The practice of figuring out how things work, assuming how things work is rewarded by brain chemicals, begins a pathways forwards.

Play School may be good for very young children, thereafter program increased creativity seems to end. Everything is too puppetry meant for too young an age.

Television programming leaps from very young baby intelligence to older young teenager ages, allowing sentences to be too fast, messing with, creating limited teenager dysfunctions. In all the images, any complexity of motor vehicle maintenance to prompt alternative thought I suggest is withheld. Motor mechanical maintenance does not need to guide teenagers towards life long associations with such practices, yet increased thought on how machinery works aids complex thought experiences.

The Age economist editor Peter Martin's quickly spoken on the spot poor formulated language skill set sentences may indicate he began school too early in his own life as he said his mother rushed him off to school at an early age, before he was ready to attend school. He said it worked for him, yet if he waited before attending school he may have been an Australian prime minister.

Peter Martin displays a problem with hurrying before correctly formulating short conceptual phrases.

Watching programs which contain zero relevant information to real life, limits subconscious conceptual thought out meaningful remembering. After leaving school, young adults need to begin life learning real employment skills process different than that of School learning.