July 14, 2025 • 29 mins
The conversation with Cindy and Alison's millennial guest continues as they dive into the differences that technology has made in the lives of young children. Join Cindy, Alison, and Michael as this two-parter wraps up with the changes from one generation to another and how that can impact young children.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:01):
Welcome to How Preschool Teachers Do It. This is Alison Kenttos.
I am an early childhood educator, and this is Cindy
terror Bush. I am an early childhood consultant.
Speaker 2 (00:12):
This podcast is for parents and early childhood professionals.
Speaker 1 (00:16):
Let our experience and research based knowledge become your guide.
Speaker 3 (00:22):
Welcome back, preschool peeps. Peep. We are in the midst
of a two parter. Yay, yeah, sometimes we do it.
All of a sudden, you have two parter music. I
do I like it. I like it.
Speaker 4 (00:35):
I like it.
Speaker 3 (00:35):
We're keeping it. Can you remember it for the next
time we do a two parter? Yes, okay, good. So
we're in the middle of a two parter. Are having
to do with generational shifts and so we again have
my son Michael here. That is not why he's here,
but while he's here, we're taking advantage of it. The
last episode that we did so we said it's a
(00:56):
two parter. Part one focused on sort of generation versus generation,
difference in the generation, and this one is going to
focus on within the millennial generation and now what are
the young children today of today? How the changes you've
witnessed to Michael going to impact the young children of today. Uh,
(01:18):
and then therefore, how does that impact our interactions with them?
So that's what we're here to do today. But before
we tackle the topic, Allison, that's your cue, that's me,
that's me.
Speaker 2 (01:27):
We are shouting out Botswana, so hello everybody there, and
we are also shouting out the people of Columbus, Ohio.
Speaker 3 (01:34):
Have you ever been to Columbus, Ohio?
Speaker 4 (01:35):
No. I've been to Ohio though, but not because Columbus
is in the.
Speaker 3 (01:38):
Middle, right, I don't know. Now the people in Columbus,
Ohio are like, how do you can you not know geography?
Speaker 4 (01:45):
Geography?
Speaker 3 (01:46):
You know, if people said to me, what are some
things you were terrible at in school, it would be
math and geography. I really, I'm geography is just I
think because I have no spatial awareness at all. Really,
I can lose I can lose my own car within
ten minutes of being in a store. I have no
spatial I have walked around parking garages for a really
(02:10):
long time trying to figure out where my car is.
And I think that's part of why I can't relate
to where things are in a.
Speaker 4 (02:15):
Math that's a very mathematical thing.
Speaker 1 (02:17):
Though.
Speaker 5 (02:18):
See there you go.
Speaker 3 (02:19):
Yeah, I can't do it. But I I think I
have not been to Columbus.
Speaker 2 (02:24):
I don't think I have been either. I've been to
the eastern side. So whatever is like right over the
border of West Virginia, like that top hanhand.
Speaker 3 (02:32):
Oh, I don't even know where it is.
Speaker 5 (02:35):
I have no idea.
Speaker 3 (02:35):
Michael, have you been there?
Speaker 5 (02:36):
I have not.
Speaker 4 (02:37):
Okay, it's a very big We've struck.
Speaker 3 (02:39):
We've struck. Anybody's been to Botswana? No, although, Michael, Michael.
Hence another difference with millennials where I think they travel more.
I think the world seems like a smaller place to
you than it did to us when we were your age.
Speaker 4 (02:56):
I have never been out of the country ever.
Speaker 3 (02:58):
Canada. Correct, really, I'm gonna move there soon, but they're
not taking you.
Speaker 4 (03:03):
I don't care. They will want me soon.
Speaker 3 (03:06):
They don't want any of us me.
Speaker 4 (03:10):
Yeah, I've never been out of the country.
Speaker 2 (03:11):
I've barely been out of like the northeast, Alison.
Speaker 4 (03:16):
I know, it's one of my goals for summer, Okay,
to travel nice.
Speaker 5 (03:20):
Canada is really nice, right.
Speaker 3 (03:21):
I like Canada?
Speaker 4 (03:22):
Yeah, I like.
Speaker 3 (03:24):
Canada a lot, especially because we've traveled there in the
warmer months. I don't know how i'd be.
Speaker 5 (03:28):
In the winter.
Speaker 4 (03:29):
Yeah, no, I don't know, but all right, and.
Speaker 3 (03:32):
That's not why we're here today.
Speaker 4 (03:33):
Hi Canada. We may as well shout you out or
we're talking about you.
Speaker 3 (03:36):
How Canada. We like Canada here in the Terribush family.
Alison hasn't been there, but the Terribush family, we really
like Canada.
Speaker 4 (03:43):
There one of the Canadians that would take me in
for a little while. Wink wink. I'm more than not happening.
That's how dog, we'll travel.
Speaker 3 (03:50):
Okay, my goodness. Anyway, we're here a new man in
my life.
Speaker 4 (03:56):
Bye, I see you.
Speaker 3 (03:58):
Going to Canada, going to Canada.
Speaker 4 (04:00):
I'm come to wow.
Speaker 3 (04:02):
Okay. So that's one difference in the generations. Right, world
seems like a smaller place to Michael was recently all
over Europe.
Speaker 6 (04:11):
Yeah, I've visited over the course of the same trip, France, Belgium,
the Netherlands, and.
Speaker 5 (04:23):
Two different places in Germany.
Speaker 3 (04:25):
I want you to know that to my generation, not everyone,
but to some people in my generation, that sounds so
scary and daunting that we wouldn't even know where to begin.
Speaker 4 (04:35):
I got a little nervous when he said all those places.
Not because of those places. My thing is like, how
do you how.
Speaker 2 (04:43):
Do you have all the time to go to all
those places, and how do you coordinate all the like
where do I stay?
Speaker 4 (04:48):
How do I get there?
Speaker 3 (04:49):
Internet? Internet? Which is why we're here to talk today.
Here's the segue Internet. So we were so you was
real good. My shtick is segue. Alison comes up with
a lot of ideas and I segue them. Yes, we
(05:10):
we were talking. We we were talking with Michael about recording
these episodes. It somehow came up like that your childhood
straddled these two different ways of being a child. Right,
So there have been within the generations that exist right now.
Definitely at least two different ways.
Speaker 1 (05:30):
To be a child.
Speaker 3 (05:33):
Yes, and you saw in your growing up you were both.
You straddled it. Yes, so tell them what we mean
by that. So there's.
Speaker 6 (05:43):
So I grew up before social media screens technology in
that way took over as the norm. Like TV was
something that you would watch in the evening and that
was about it.
Speaker 3 (05:57):
Because where were you during the day. I was in school,
You were in school, and then.
Speaker 6 (06:02):
And then outside, yes, outside, I was also there for
when that big sort of a shift happened into gaming and.
Speaker 5 (06:15):
Apps for lap computer games and streaming.
Speaker 3 (06:20):
Yes, I remember when we got a video game system.
You and your brother were pretty young. I don't remember
how old you were.
Speaker 5 (06:29):
I was five.
Speaker 6 (06:30):
It was the Nintendo sixty four, and my first video
game was Pokemon Snap wow, because.
Speaker 3 (06:38):
My first staring and like that was an atari I had.
Mine was Pong with the two so they've had to
I wish that everybody was on YouTube right now so
you could see I'm moving my fingers up and down
in opposite directions.
Speaker 4 (06:54):
The fact that you have to explain what Pong is
tells you how old we are.
Speaker 3 (06:59):
Pong, you had these two things moving up and down
the screen and then a little like a white thing
went bet so okay, So so you could switch between
get this, you could switch between tennis, ping, pong. It
all looks the same. It's all the same though, So
but Michael, why when we first got you video games
(07:21):
it was very different, even though than today. I remember,
First of all, there was not it was like, no,
you're gonna go out and play the video games are
like a maybe later maybe if.
Speaker 4 (07:32):
It's raining outside, right, And.
Speaker 3 (07:36):
I remember some point at which now you could communicate
with your friends. No, First, I remember this. Wait, I'm
going back even further. First, I remember you would have
friends over and they would bring their controllers with them
for the video game. Yes, right, So they would come
walking into my home with controllers and I would look
at my husband and we'd roll our eyes, like, are
(07:57):
they not going to go out and play? They're gonna
sit and plug in these controllers. Then next stage was
now they can talk to each other like on headsets,
and they don't even have to come over here to
be playing this video game together, right, yes, And my
husband and I looked at each other and rolled our
eyes and said, they're not even in the same building, right, Yeah,
what is happening to socialization?
Speaker 2 (08:19):
Right? But I think that's the diff like what I
had an Atari when I was a kid. There was
no interconnectivity. I couldn't talk to anybody else playing the game.
Speaker 4 (08:27):
The game was just mine. It was within my system.
Speaker 1 (08:29):
That was it.
Speaker 2 (08:30):
I could save it, maybe that was it. And then
your generation had this like, no, let's make this a
social thing.
Speaker 3 (08:35):
Yes, which, honestly, you know, one of the things that
we talk about Michael in early education. People will say, well,
and we don't want to have computers in the classroom
because it will impede socialization. But actually it can support
socialization if you have it set up so that two
children need to use it at the same time. We
are supporting socialization when we teach them that they have
(08:56):
to take turns to use it, we are supporting social
skills else. So actually it's not so much doing what
we thought it was doing. But you saw that whole
trajectory in your childhood.
Speaker 6 (09:07):
Yes, And for me, things like gaming create instead of
being an isolating sort of experience.
Speaker 5 (09:14):
It created community.
Speaker 6 (09:15):
Because we had all of we and a lot of
the bigger franchises from when I was younger had multiple facets,
so it would be like the game, the show, the
comic book, the and and because the graphics were also
changing so rapidly into three.
Speaker 5 (09:33):
D worlds and whatnot, they there.
Speaker 6 (09:36):
Was a big sense of community and discussion about the
things that we were doing, which is great for kids
to have commonality despite having like completely different circumstances at home.
Speaker 3 (09:47):
Yeah, yeah, you're right, you're right. You have that in
common with people when your families may have come from
different cultures and different ethnicities, different countries.
Speaker 2 (09:58):
It enables you to talk to people not just like
in your house or in your neighborhood, all over the
world that are just playing the same game. Yeah, so
it makes you see like, hey, he might live in
a different country, but we have this in common and
we can communicate through this game.
Speaker 3 (10:13):
Yeah. I think we didn't understand. It's just a different
format for socialization, but it did connect people. And then
you saw the Internet become a thing.
Speaker 6 (10:21):
Yes, And it's kind of a It's amazing to me
because I do have memories of like before everyone was like.
Speaker 5 (10:28):
Let's just go to Google.
Speaker 3 (10:30):
Do you do you remember before?
Speaker 6 (10:32):
Oh yeah, been in a library, used in an encyclopedia too.
Speaker 7 (10:36):
Yeah, because I'm your mom, And it's kind of fascinating
to me to look and see how we went from
having to like either just not having the information having
to go actively seek the information, to you have a little.
Speaker 6 (10:55):
Brick in your hand, in your pocket, in your bag,
wherever that just carries potentially all of the information.
Speaker 5 (11:02):
You could need about the world around you.
Speaker 3 (11:03):
Yes.
Speaker 5 (11:04):
Yeah, And it's fascinating to me to think about.
Speaker 4 (11:08):
Yeah.
Speaker 6 (11:08):
Yeah, And it's hard for me to imagine how like
the kids of today don't have the before in the
way that I have the before. They just have always
had this information available.
Speaker 3 (11:22):
So what would you say to today's parents then, about
they don't have that before? What should people either at
home and or in early childhood programs, like what would
you love to see them do? Because the children, You're right,
they don't have that before.
Speaker 6 (11:35):
I think that and I know that this is because
technology is still changing and growing so rapidly. With the
advent of things like AI, which I have a lot
of feelings about, but like with the advent of things
like AI, I think that it's really important to teach
(11:55):
children to be able to discern like truth fact from
quote unquote vibes of a thing, vibes being like, oh, yeah,
this sort of supports what I already thought, and.
Speaker 5 (12:11):
So it must be true.
Speaker 3 (12:13):
Yeah, But that's the problem. They're living in an algorithm land.
Speaker 6 (12:16):
Yes, and algorithms are and it's hard to break from
the I the notion that like there's a profit motive
behind algorithm and so and so financial literacy, especially because
technology is not stopping. We aren't going to be able
to we can't hit a reset button, right, and that
(12:39):
literacy when it comes to technology, when it comes to
the things you're reading on the internet are going to
become more and more important.
Speaker 5 (12:48):
As the years continue forward and forward.
Speaker 3 (12:51):
So I think one of the things that people need
to do is to look at children intentionally say not
everything you see is truth? Yes, right, And there's more
than one version of truth. People have different perspectives, and
what's true for me maybe different in some ways than
what's true for you, especially when we're talking about social
(13:12):
emotional development. Yes, right, and yeah. I think children need
to understand to be critical thinkers, is this actually truth?
Or is there more information that would feed my knowledge? Yeah,
a bill right. Is there more information out there, maybe
from a different perspective that would add to my understanding
(13:35):
of this. So I think with young children simply saying
to them, not everything you see is a total truth.
There's lots of different pieces and parts to truth. Yes,
and today's and to look at young children as soon
as they're old enough and say, you know, the things
that we see on the computer on the internet are
driven by these things called algorithms. They know what seems
(13:59):
to make you want to look at it, and so
they give you more of it. But that doesn't make
it the whole story. I think it has to be
explained to children.
Speaker 6 (14:08):
Yes, and to find different sources to confirm that, Like,
you can't rely on one source to be your whole truth.
Speaker 3 (14:19):
You're right, You're right, right, you have to be looking
at all the different Yeah.
Speaker 2 (14:23):
But do you think with all of this information, just
like really quickly at all of their fingertips, that they
know how to research and find the sources Like when
we were kids, like we had to look all this
up and we had to make sure we knew how
to find the source and the right spot. Do they
know how to do that or do they just it's
(14:43):
just so easily available that they don't have to research.
Speaker 3 (14:46):
You know, maybe our generation is so put off by
the perspectives and opinions of other people because we grew
up without the ability to find out everyone's ideas and perspectives,
and so you grew up thinking everybody thinks like and
then you become an adult you realize, no, they don't.
We get offended by it. There, I remember a time
when people could agree to disagree.
Speaker 4 (15:07):
Yes, I remember that too, do you, Michael?
Speaker 6 (15:11):
Yes, somewhat I'm going to say somewhat there because the
agree to disagree conversation was really shifting as I was
growing up in like what is agree to disagree versus
what is an irreconcilable difference?
Speaker 5 (15:31):
Oh yeah, that's a good point.
Speaker 6 (15:33):
And in terms of like kids and what you were
saying about, like kids may or may not inherently know.
Speaker 5 (15:40):
I think that they're.
Speaker 6 (15:43):
Very much And I'm sure you've said this so many times,
like the children are sponges. Yeah, yeah, and they have
to be taught all of these things, and which is
why it's so important for like their teachers, their parents,
their local communities to be able to reinforce fact.
Speaker 5 (16:03):
Yeah.
Speaker 6 (16:03):
And furthering, like their own ability to discern what's algorithm
algorithmically trying to keep them on the internet, trying to
keep them in there in a certain sphere versus like
what is like what is reality?
Speaker 5 (16:22):
Not to get too existential.
Speaker 3 (16:24):
But seriously, seriously, what is right? What is reality? What
is the reality? And it's hard to say these days.
And I think the younger we instill in children, not
everything you see is the ultimate truth. They'll grow up
knowing that. Maybe they'll be better researchers. Right, Maybe they'll
(16:45):
be more curious about that as they get older. Maybe
they'll be better researchers. How do you feel, Michael about
today's children and the fact that they don't play outside
in the same way that you and your brother did.
Speaker 6 (16:59):
As somebody who who is generally an introvert and enjoys
my time in the more creative fantasy of things was
a gamer and a gamer really enjoy them. I think
that as if you're socializing in a healthy way with
(17:25):
games that are like appropriate to where you are developmentally,
I think that it's not necessarily a bad thing. And
also activity is important outside of our own homes.
Speaker 3 (17:45):
It is, it is. I think it is important, but
I think it's never going to look the way it
did in the past, and there's a lot of reasons
for that. There are safety considerations, the schedules of families
are different today than they were in prior general there's
lots of reasons for that. But I think you know,
I recall a story I was reminding Michael of this
(18:06):
story before we started to record. I recall a story
when all of this technology was coming out in your
childhood and your brother's childhood, and I just kept saying,
I want you to go out and play, and I
would like turn it off. I want you to go
out and play. So there was a day when my
uncle was visiting and he used to take the bus
and then walk over here. And he walked over here
one time and he saw my two children just sitting
(18:28):
outside in the grass, just sitting there, and he said, Hey,
what are you guys doing. And one of my kids
said to him, mom threw us out the house. And
he said, okay, I think she intended you to play,
but they were just like sitting in the grass. Miserable
for me, that was the demarcation line of when children
(18:49):
went out to play when they didn't. But we happened
to live in a neighborhood where the kids ran around
here a lot and everybody kind of looked out for them.
It's very different today. And we children today, Michael, in
early childhood programs that have fewer social emotional skills than
in the past because they're not learning all those hard
lessons you learned from the neighborhood kids as much. So
(19:12):
they have fewer interaction skills, fewer social emotional skills. They
also do not read nonverbal cues the way past generations did.
There was a time, and I know people have probably
heard me say this, there was a time where if
I made a particular face at children, that's all I
had to do, and they would stop what they were doing.
They understood what that face meant. Now, if I make
that face, if I'm in a classroom in a program,
(19:34):
the children just look at me like what's the matter
and make it back. They imitate the face. They have
no idea what I'm talking about. Yeah, you know, so
I think we have to be a little intentional about
what is no longer as much in existence and how
do we still still instill these skills in children. A
(19:56):
lot of it is fulling on the early childhood programs.
That's what's happening. So the children arrive in the classrooms,
they have fewer of these skills, and instead of just
bemoaning that and wringing our hands about it, we have
to take a proactive approach to teaching it to them.
So we have in today's world curriculums that are focused
only on social emotional development. Some of them are fantastic, right,
(20:18):
They're fantastic, And there are a lot of simulation of
things that you learned because I threw you out the house,
and we know today free play time in early childhood
programs must be sixty uninterrupted minutes because they have to
be able to make those social mistakes even and think
deeply about what they're doing, because it's not happening outside
(20:38):
of the time that they're in early childhood programs, which
I don't want to really criticize. It's just it's just
what it is.
Speaker 4 (20:45):
It's just different.
Speaker 3 (20:46):
It's just what is. You know, if I had a
dime for every time I've said to a teacher, will
tell me the child's backstory? Do both of the parents
work outside the home full time? Like, what's the story?
And you find out these very busy working people were
raising multiple children with a lot of things they're juggling,
and that's it is what it is. That's twenty twenty five.
Speaker 5 (21:07):
Yeah, yeah.
Speaker 6 (21:08):
And I think also reinforces by like the idea, whether
it be at school, at home, gaming, playing with friends,
what have you. Why community is so important and I
feel like one of the bigger shifts with technology has
been a waning of the idea of community. And I
think it's just really important that maybe societally, hopefully we
(21:31):
can shift not back but forward to a new way
of what community could look like.
Speaker 5 (21:40):
Because we do at the end of the day. I
all need each other.
Speaker 3 (21:43):
We're hardwired to connect. Yeah, our brains are hardwired to
connect to other people. Yes, yeah, sort of survival instinct.
Think back to like I don't know, cave times to survive,
the people had a band together, and it's still a
part of our instinctive nature to seek connection. I think
(22:04):
what you're saying is the question is what is that
connection going to look like? Yes, and it can look different,
and it's okay for it to look different.
Speaker 4 (22:12):
Well, and it already does compared to what we had.
Speaker 3 (22:15):
Yeah, we were out in neighborhoods. Still, the street lights
came on.
Speaker 2 (22:17):
Right, and it was always like face to face because
that's what we had. We didn't have this technology where
we just jump on like these chatrooms even.
Speaker 4 (22:25):
Like that was kind of what my high school was. Like,
Oh the chat rooms.
Speaker 2 (22:28):
Now you can talk to people from everywhere, but like
it's even more than that. Now you know where your
community is just widening.
Speaker 3 (22:36):
Yeah, it's true the world is getting smaller to your generation,
but the community is widening in different ways. Yes, right,
so interesting when you think about it. Yeah, I'd like
to remind people that just because today's children have a
different childhood than we did.
Speaker 5 (22:53):
All is not lost.
Speaker 3 (22:54):
They will grow up, they will be fine. They were
maybe different than we were in some ways, but they
will carve their own world. They will make their own
world in their own path, just like we did. You know,
my path is not the same as my parents' generation,
and theirs wasn't the same as the prior generation. So I'm
not sure why so many adults expect this younger generation
(23:15):
to have the same path as us, And we'd be moan, Oh,
they need to be doing this like we did. They
need to be doing that like we did. No, things
change as time goes on, and the world is so different.
I mean, look at what I'm paying for eggs today.
The world is so different.
Speaker 4 (23:32):
Yeah.
Speaker 3 (23:33):
And we're concerned about things in the world today that
we weren't when we were young, like the existence of
the earth. Yes, like that, like we'd like it to
last a while. Yeah, yeah, yeah, I remember when you
throw all the garbage in one cab.
Speaker 2 (23:47):
Yep.
Speaker 4 (23:49):
Recycling did not exist when I was a kid.
Speaker 3 (23:51):
You don't remember that.
Speaker 2 (23:52):
I see that You've always had that right, Like that
did not exist when we were kids, and everything was
just thrown away and.
Speaker 4 (23:58):
Yeah, non thought, not even a thought.
Speaker 3 (24:02):
Yeah, yeah, yeah, it was a completely different world. Now
I feel old. I'm feeling a little bit like a dinosaur.
Speaker 6 (24:08):
Now, Okay, I've reached I've reached the age now where
when I look at like up and coming music artists,
their references are the people.
Speaker 5 (24:16):
I grew up with.
Speaker 6 (24:19):
Yeah, and I'm like, oh, okay, it's it's it's very
it's very much a shock to the system.
Speaker 5 (24:25):
So I understand, you know.
Speaker 3 (24:27):
What happens to you next. Do you know what happens
to you next? You don't know any of those music people,
and so you stop watching the Brammis.
Speaker 4 (24:34):
Oh oh yeah, I didn't watch the Grammy sicians.
Speaker 3 (24:36):
I don't know who they are. I mean, I know
some of them.
Speaker 1 (24:39):
Will.
Speaker 2 (24:40):
I like listen to country music, so I'll watch I
didn't know this about you.
Speaker 4 (24:44):
Then.
Speaker 2 (24:45):
I also like to listen to like nineties like grunge music,
but like anyway, but the country things full news to me.
Speaker 4 (24:52):
Now I'll watch that award because I'm like, oh, I
know those people.
Speaker 3 (24:56):
Alison, we need your with us. On Thanksgiving when we're
watching the parade aid at my sisters in Manhattan and
people come up the street and we don't know who
they are. And the parade and we look at each other,
we say, must be a country singer.
Speaker 4 (25:09):
Was it like jelly Roll or something? Yeah, it probably was.
Speaker 3 (25:11):
Yeah, I don't know who. I don't know some of
these games.
Speaker 4 (25:14):
I don't know Blamy Wilson was at the Thanksgiving.
Speaker 3 (25:17):
Yeah, I didn't know who that was. Jelly Roll, I
know that name.
Speaker 7 (25:21):
Roll.
Speaker 4 (25:21):
Yeah, everybody knows jay Roll.
Speaker 5 (25:23):
He's everywhere.
Speaker 3 (25:24):
This is what this is what happens next, though, Michael,
you just abandoned the show. Don't even try.
Speaker 2 (25:30):
I know. But I also have abandoned like things like
the Oscars because I don't go to the movies.
Speaker 3 (25:35):
And did you I don't know s I watch those movies.
Speaker 4 (25:37):
I don't watch those movies I watched that.
Speaker 3 (25:39):
I don't go to the movies. I'm a moviegoer. I
wonder if so, Michael, do you think being a moviegoer
is particular to my generation not yours.
Speaker 6 (25:48):
I think that it's only particular, more particular because of
the price and willingness to spend time, whereas like I
very much enjoy I don't go to the movies often,
but I will watch movies at home because I value
more than like going and getting the popcorn and spending
fifty dollars to spend two hours at a movie theater.
(26:11):
I value much more of the ability to get through
a scene, hit pods, go to the bathroom, take a break,
come back later that day, yepp, more popcorn.
Speaker 4 (26:21):
But yeah, there's no view on that. I'm I'm like that. Yeah,
I you.
Speaker 2 (26:26):
I think maybe like the experience of it all I do,
and I don't need that experience.
Speaker 4 (26:32):
I just want to see the movie.
Speaker 3 (26:33):
Yeah yeah, no, see, I like them.
Speaker 2 (26:35):
And I don't want to have to miss five minutes
of the movie to go to the bathroom.
Speaker 3 (26:38):
But you know what I mean, children, today's children do
go to the movies. Yes, I see them. Yes they're
and they're making movies especially for them.
Speaker 2 (26:47):
I think the movie industry has had to change also
in the way they market these movies to get people
to go back to the theater because most people like
us are like, we'll just watch it home.
Speaker 6 (27:00):
And every generation is a reaction to the one before.
So it would make sense if and I had no
statistics on this, but like if likes go to the movies,
lets because there's there are like whole.
Speaker 5 (27:14):
I'm gonna use the.
Speaker 6 (27:15):
Phrase subreddits of like things. Millennials have quote unquote ended
destroying killed because we just don't do them. And this
the cycle is that it will swing back in at
some point, and if the kids are going to the
movies more, it would that would be an interesting shift over.
Speaker 3 (27:36):
You know what would make me so happy if the
drive in movie came back. I don't want to sit
out there. I just want it back.
Speaker 2 (27:44):
Okay, it won't come back because you won't sit there.
Speaker 7 (27:50):
All right, all right, whatever, whatever, that's the point, something
adjacent to being the change you want to see in
the world.
Speaker 3 (27:57):
Yeah, that's a really nice way to end this episode
though the world, the world is changing, Be the change
people and embrace the fact that these children will develop
their own ways in their own communities. And it's so
interesting to me when you pointed out you straddled the
two different ways of being a child. Yeah, so interesting.
(28:20):
And either way is okay, right, either way is fine.
Speaker 5 (28:23):
Different isn't bad, It's just different.
Speaker 3 (28:26):
Right, yes, right, Well, Michael, we want to really thank
you for your willingness to participate in these two parts,
this two parter. We very much appreciate that. When I
said to you, you know, what might be kind of
cool that you didn't say no way, Mom, no way.
So thank you very much for being willing to.
Speaker 5 (28:45):
Do this, thank you for having me.
Speaker 3 (28:47):
Absolutely, if we get a lot of fan mail where
people loved Michael, we'll have to do it again in
the future.
Speaker 6 (28:52):
And if you don't and will never see any of
you again and they wish you all the best.
Speaker 3 (28:57):
Yeah, thank you, and we wish you back for our
next episode of How Preschool Teachers Do It Folks. Bye,
Welcome to How Preschool Teachers Do It. This is Alison Kenttos.
I am an early childhood educator, and this is Cindy
terror Bush. I am an early childhood consultant.
Speaker 2 (00:12):
This podcast is for parents and early childhood professionals.
Speaker 1 (00:16):
Let our experience and research based knowledge become your guide.
Speaker 3 (00:22):
Welcome back, preschool peeps. Peep. We are in the midst
of a two parter. Yay, yeah, sometimes we do it.
All of a sudden, you have two parter music. I
do I like it. I like it.
Speaker 4 (00:35):
I like it.
Speaker 3 (00:35):
We're keeping it. Can you remember it for the next
time we do a two parter? Yes, okay, good. So
we're in the middle of a two parter. Are having
to do with generational shifts and so we again have
my son Michael here. That is not why he's here,
but while he's here, we're taking advantage of it. The
last episode that we did so we said it's a
(00:56):
two parter. Part one focused on sort of generation versus generation,
difference in the generation, and this one is going to
focus on within the millennial generation and now what are
the young children today of today? How the changes you've
witnessed to Michael going to impact the young children of today. Uh,
(01:18):
and then therefore, how does that impact our interactions with them?
So that's what we're here to do today. But before
we tackle the topic, Allison, that's your cue, that's me,
that's me.
Speaker 2 (01:27):
We are shouting out Botswana, so hello everybody there, and
we are also shouting out the people of Columbus, Ohio.
Speaker 3 (01:34):
Have you ever been to Columbus, Ohio?
Speaker 4 (01:35):
No. I've been to Ohio though, but not because Columbus
is in the.
Speaker 3 (01:38):
Middle, right, I don't know. Now the people in Columbus,
Ohio are like, how do you can you not know geography?
Speaker 4 (01:45):
Geography?
Speaker 3 (01:46):
You know, if people said to me, what are some
things you were terrible at in school, it would be
math and geography. I really, I'm geography is just I
think because I have no spatial awareness at all. Really,
I can lose I can lose my own car within
ten minutes of being in a store. I have no
spatial I have walked around parking garages for a really
(02:10):
long time trying to figure out where my car is.
And I think that's part of why I can't relate
to where things are in a.
Speaker 4 (02:15):
Math that's a very mathematical thing.
Speaker 1 (02:17):
Though.
Speaker 5 (02:18):
See there you go.
Speaker 3 (02:19):
Yeah, I can't do it. But I I think I
have not been to Columbus.
Speaker 2 (02:24):
I don't think I have been either. I've been to
the eastern side. So whatever is like right over the
border of West Virginia, like that top hanhand.
Speaker 3 (02:32):
Oh, I don't even know where it is.
Speaker 5 (02:35):
I have no idea.
Speaker 3 (02:35):
Michael, have you been there?
Speaker 5 (02:36):
I have not.
Speaker 4 (02:37):
Okay, it's a very big We've struck.
Speaker 3 (02:39):
We've struck. Anybody's been to Botswana? No, although, Michael, Michael.
Hence another difference with millennials where I think they travel more.
I think the world seems like a smaller place to
you than it did to us when we were your age.
Speaker 4 (02:56):
I have never been out of the country ever.
Speaker 3 (02:58):
Canada. Correct, really, I'm gonna move there soon, but they're
not taking you.
Speaker 4 (03:03):
I don't care. They will want me soon.
Speaker 3 (03:06):
They don't want any of us me.
Speaker 4 (03:10):
Yeah, I've never been out of the country.
Speaker 2 (03:11):
I've barely been out of like the northeast, Alison.
Speaker 4 (03:16):
I know, it's one of my goals for summer, Okay,
to travel nice.
Speaker 5 (03:20):
Canada is really nice, right.
Speaker 3 (03:21):
I like Canada?
Speaker 4 (03:22):
Yeah, I like.
Speaker 3 (03:24):
Canada a lot, especially because we've traveled there in the
warmer months. I don't know how i'd be.
Speaker 5 (03:28):
In the winter.
Speaker 4 (03:29):
Yeah, no, I don't know, but all right, and.
Speaker 3 (03:32):
That's not why we're here today.
Speaker 4 (03:33):
Hi Canada. We may as well shout you out or
we're talking about you.
Speaker 3 (03:36):
How Canada. We like Canada here in the Terribush family.
Alison hasn't been there, but the Terribush family, we really
like Canada.
Speaker 4 (03:43):
There one of the Canadians that would take me in
for a little while. Wink wink. I'm more than not happening.
That's how dog, we'll travel.
Speaker 3 (03:50):
Okay, my goodness. Anyway, we're here a new man in
my life.
Speaker 4 (03:56):
Bye, I see you.
Speaker 3 (03:58):
Going to Canada, going to Canada.
Speaker 4 (04:00):
I'm come to wow.
Speaker 3 (04:02):
Okay. So that's one difference in the generations. Right, world
seems like a smaller place to Michael was recently all
over Europe.
Speaker 6 (04:11):
Yeah, I've visited over the course of the same trip, France, Belgium,
the Netherlands, and.
Speaker 5 (04:23):
Two different places in Germany.
Speaker 3 (04:25):
I want you to know that to my generation, not everyone,
but to some people in my generation, that sounds so
scary and daunting that we wouldn't even know where to begin.
Speaker 4 (04:35):
I got a little nervous when he said all those places.
Not because of those places. My thing is like, how
do you how.
Speaker 2 (04:43):
Do you have all the time to go to all
those places, and how do you coordinate all the like
where do I stay?
Speaker 4 (04:48):
How do I get there?
Speaker 3 (04:49):
Internet? Internet? Which is why we're here to talk today.
Here's the segue Internet. So we were so you was
real good. My shtick is segue. Alison comes up with
a lot of ideas and I segue them. Yes, we
(05:10):
we were talking. We we were talking with Michael about recording
these episodes. It somehow came up like that your childhood
straddled these two different ways of being a child. Right,
So there have been within the generations that exist right now.
Definitely at least two different ways.
Speaker 1 (05:30):
To be a child.
Speaker 3 (05:33):
Yes, and you saw in your growing up you were both.
You straddled it. Yes, so tell them what we mean
by that. So there's.
Speaker 6 (05:43):
So I grew up before social media screens technology in
that way took over as the norm. Like TV was
something that you would watch in the evening and that
was about it.
Speaker 3 (05:57):
Because where were you during the day. I was in school,
You were in school, and then.
Speaker 6 (06:02):
And then outside, yes, outside, I was also there for
when that big sort of a shift happened into gaming and.
Speaker 5 (06:15):
Apps for lap computer games and streaming.
Speaker 3 (06:20):
Yes, I remember when we got a video game system.
You and your brother were pretty young. I don't remember
how old you were.
Speaker 5 (06:29):
I was five.
Speaker 6 (06:30):
It was the Nintendo sixty four, and my first video
game was Pokemon Snap wow, because.
Speaker 3 (06:38):
My first staring and like that was an atari I had.
Mine was Pong with the two so they've had to
I wish that everybody was on YouTube right now so
you could see I'm moving my fingers up and down
in opposite directions.
Speaker 4 (06:54):
The fact that you have to explain what Pong is
tells you how old we are.
Speaker 3 (06:59):
Pong, you had these two things moving up and down
the screen and then a little like a white thing
went bet so okay, So so you could switch between
get this, you could switch between tennis, ping, pong. It
all looks the same. It's all the same though, So
but Michael, why when we first got you video games
(07:21):
it was very different, even though than today. I remember,
First of all, there was not it was like, no,
you're gonna go out and play the video games are
like a maybe later maybe if.
Speaker 4 (07:32):
It's raining outside, right, And.
Speaker 3 (07:36):
I remember some point at which now you could communicate
with your friends. No, First, I remember this. Wait, I'm
going back even further. First, I remember you would have
friends over and they would bring their controllers with them
for the video game. Yes, right, So they would come
walking into my home with controllers and I would look
at my husband and we'd roll our eyes, like, are
(07:57):
they not going to go out and play? They're gonna
sit and plug in these controllers. Then next stage was
now they can talk to each other like on headsets,
and they don't even have to come over here to
be playing this video game together, right, yes, And my
husband and I looked at each other and rolled our
eyes and said, they're not even in the same building, right, Yeah,
what is happening to socialization?
Speaker 2 (08:19):
Right? But I think that's the diff like what I
had an Atari when I was a kid. There was
no interconnectivity. I couldn't talk to anybody else playing the game.
Speaker 4 (08:27):
The game was just mine. It was within my system.
Speaker 1 (08:29):
That was it.
Speaker 2 (08:30):
I could save it, maybe that was it. And then
your generation had this like, no, let's make this a
social thing.
Speaker 3 (08:35):
Yes, which, honestly, you know, one of the things that
we talk about Michael in early education. People will say, well,
and we don't want to have computers in the classroom
because it will impede socialization. But actually it can support
socialization if you have it set up so that two
children need to use it at the same time. We
are supporting socialization when we teach them that they have
(08:56):
to take turns to use it, we are supporting social
skills else. So actually it's not so much doing what
we thought it was doing. But you saw that whole
trajectory in your childhood.
Speaker 6 (09:07):
Yes, And for me, things like gaming create instead of
being an isolating sort of experience.
Speaker 5 (09:14):
It created community.
Speaker 6 (09:15):
Because we had all of we and a lot of
the bigger franchises from when I was younger had multiple facets,
so it would be like the game, the show, the
comic book, the and and because the graphics were also
changing so rapidly into three.
Speaker 5 (09:33):
D worlds and whatnot, they there.
Speaker 6 (09:36):
Was a big sense of community and discussion about the
things that we were doing, which is great for kids
to have commonality despite having like completely different circumstances at home.
Speaker 3 (09:47):
Yeah, yeah, you're right, you're right. You have that in
common with people when your families may have come from
different cultures and different ethnicities, different countries.
Speaker 2 (09:58):
It enables you to talk to people not just like
in your house or in your neighborhood, all over the
world that are just playing the same game. Yeah, so
it makes you see like, hey, he might live in
a different country, but we have this in common and
we can communicate through this game.
Speaker 3 (10:13):
Yeah. I think we didn't understand. It's just a different
format for socialization, but it did connect people. And then
you saw the Internet become a thing.
Speaker 6 (10:21):
Yes, And it's kind of a It's amazing to me
because I do have memories of like before everyone was like.
Speaker 5 (10:28):
Let's just go to Google.
Speaker 3 (10:30):
Do you do you remember before?
Speaker 6 (10:32):
Oh yeah, been in a library, used in an encyclopedia too.
Speaker 7 (10:36):
Yeah, because I'm your mom, And it's kind of fascinating
to me to look and see how we went from
having to like either just not having the information having
to go actively seek the information, to you have a little.
Speaker 6 (10:55):
Brick in your hand, in your pocket, in your bag,
wherever that just carries potentially all of the information.
Speaker 5 (11:02):
You could need about the world around you.
Speaker 3 (11:03):
Yes.
Speaker 5 (11:04):
Yeah, And it's fascinating to me to think about.
Speaker 4 (11:08):
Yeah.
Speaker 6 (11:08):
Yeah, And it's hard for me to imagine how like
the kids of today don't have the before in the
way that I have the before. They just have always
had this information available.
Speaker 3 (11:22):
So what would you say to today's parents then, about
they don't have that before? What should people either at
home and or in early childhood programs, like what would
you love to see them do? Because the children, You're right,
they don't have that before.
Speaker 6 (11:35):
I think that and I know that this is because
technology is still changing and growing so rapidly. With the
advent of things like AI, which I have a lot
of feelings about, but like with the advent of things
like AI, I think that it's really important to teach
(11:55):
children to be able to discern like truth fact from
quote unquote vibes of a thing, vibes being like, oh, yeah,
this sort of supports what I already thought, and.
Speaker 5 (12:11):
So it must be true.
Speaker 3 (12:13):
Yeah, But that's the problem. They're living in an algorithm land.
Speaker 6 (12:16):
Yes, and algorithms are and it's hard to break from
the I the notion that like there's a profit motive
behind algorithm and so and so financial literacy, especially because
technology is not stopping. We aren't going to be able
to we can't hit a reset button, right, and that
(12:39):
literacy when it comes to technology, when it comes to
the things you're reading on the internet are going to
become more and more important.
Speaker 5 (12:48):
As the years continue forward and forward.
Speaker 3 (12:51):
So I think one of the things that people need
to do is to look at children intentionally say not
everything you see is truth? Yes, right, And there's more
than one version of truth. People have different perspectives, and
what's true for me maybe different in some ways than
what's true for you, especially when we're talking about social
(13:12):
emotional development. Yes, right, and yeah. I think children need
to understand to be critical thinkers, is this actually truth?
Or is there more information that would feed my knowledge? Yeah,
a bill right. Is there more information out there, maybe
from a different perspective that would add to my understanding
(13:35):
of this. So I think with young children simply saying
to them, not everything you see is a total truth.
There's lots of different pieces and parts to truth. Yes,
and today's and to look at young children as soon
as they're old enough and say, you know, the things
that we see on the computer on the internet are
driven by these things called algorithms. They know what seems
(13:59):
to make you want to look at it, and so
they give you more of it. But that doesn't make
it the whole story. I think it has to be
explained to children.
Speaker 6 (14:08):
Yes, and to find different sources to confirm that, Like,
you can't rely on one source to be your whole truth.
Speaker 3 (14:19):
You're right, You're right, right, you have to be looking
at all the different Yeah.
Speaker 2 (14:23):
But do you think with all of this information, just
like really quickly at all of their fingertips, that they
know how to research and find the sources Like when
we were kids, like we had to look all this
up and we had to make sure we knew how
to find the source and the right spot. Do they
know how to do that or do they just it's
(14:43):
just so easily available that they don't have to research.
Speaker 3 (14:46):
You know, maybe our generation is so put off by
the perspectives and opinions of other people because we grew
up without the ability to find out everyone's ideas and perspectives,
and so you grew up thinking everybody thinks like and
then you become an adult you realize, no, they don't.
We get offended by it. There, I remember a time
when people could agree to disagree.
Speaker 4 (15:07):
Yes, I remember that too, do you, Michael?
Speaker 6 (15:11):
Yes, somewhat I'm going to say somewhat there because the
agree to disagree conversation was really shifting as I was
growing up in like what is agree to disagree versus
what is an irreconcilable difference?
Speaker 5 (15:31):
Oh yeah, that's a good point.
Speaker 6 (15:33):
And in terms of like kids and what you were
saying about, like kids may or may not inherently know.
Speaker 5 (15:40):
I think that they're.
Speaker 6 (15:43):
Very much And I'm sure you've said this so many times,
like the children are sponges. Yeah, yeah, and they have
to be taught all of these things, and which is
why it's so important for like their teachers, their parents,
their local communities to be able to reinforce fact.
Speaker 5 (16:03):
Yeah.
Speaker 6 (16:03):
And furthering, like their own ability to discern what's algorithm
algorithmically trying to keep them on the internet, trying to
keep them in there in a certain sphere versus like
what is like what is reality?
Speaker 5 (16:22):
Not to get too existential.
Speaker 3 (16:24):
But seriously, seriously, what is right? What is reality? What
is the reality? And it's hard to say these days.
And I think the younger we instill in children, not
everything you see is the ultimate truth. They'll grow up
knowing that. Maybe they'll be better researchers. Right, Maybe they'll
(16:45):
be more curious about that as they get older. Maybe
they'll be better researchers. How do you feel, Michael about
today's children and the fact that they don't play outside
in the same way that you and your brother did.
Speaker 6 (16:59):
As somebody who who is generally an introvert and enjoys
my time in the more creative fantasy of things was
a gamer and a gamer really enjoy them. I think
that as if you're socializing in a healthy way with
(17:25):
games that are like appropriate to where you are developmentally,
I think that it's not necessarily a bad thing. And
also activity is important outside of our own homes.
Speaker 3 (17:45):
It is, it is. I think it is important, but
I think it's never going to look the way it
did in the past, and there's a lot of reasons
for that. There are safety considerations, the schedules of families
are different today than they were in prior general there's
lots of reasons for that. But I think you know,
I recall a story I was reminding Michael of this
(18:06):
story before we started to record. I recall a story
when all of this technology was coming out in your
childhood and your brother's childhood, and I just kept saying,
I want you to go out and play, and I
would like turn it off. I want you to go
out and play. So there was a day when my
uncle was visiting and he used to take the bus
and then walk over here. And he walked over here
one time and he saw my two children just sitting
(18:28):
outside in the grass, just sitting there, and he said, Hey,
what are you guys doing. And one of my kids
said to him, mom threw us out the house. And
he said, okay, I think she intended you to play,
but they were just like sitting in the grass. Miserable
for me, that was the demarcation line of when children
(18:49):
went out to play when they didn't. But we happened
to live in a neighborhood where the kids ran around
here a lot and everybody kind of looked out for them.
It's very different today. And we children today, Michael, in
early childhood programs that have fewer social emotional skills than
in the past because they're not learning all those hard
lessons you learned from the neighborhood kids as much. So
(19:12):
they have fewer interaction skills, fewer social emotional skills. They
also do not read nonverbal cues the way past generations did.
There was a time, and I know people have probably
heard me say this, there was a time where if
I made a particular face at children, that's all I
had to do, and they would stop what they were doing.
They understood what that face meant. Now, if I make
that face, if I'm in a classroom in a program,
(19:34):
the children just look at me like what's the matter
and make it back. They imitate the face. They have
no idea what I'm talking about. Yeah, you know, so
I think we have to be a little intentional about
what is no longer as much in existence and how
do we still still instill these skills in children. A
(19:56):
lot of it is fulling on the early childhood programs.
That's what's happening. So the children arrive in the classrooms,
they have fewer of these skills, and instead of just
bemoaning that and wringing our hands about it, we have
to take a proactive approach to teaching it to them.
So we have in today's world curriculums that are focused
only on social emotional development. Some of them are fantastic, right,
(20:18):
They're fantastic, And there are a lot of simulation of
things that you learned because I threw you out the house,
and we know today free play time in early childhood
programs must be sixty uninterrupted minutes because they have to
be able to make those social mistakes even and think
deeply about what they're doing, because it's not happening outside
(20:38):
of the time that they're in early childhood programs, which
I don't want to really criticize. It's just it's just
what it is.
Speaker 4 (20:45):
It's just different.
Speaker 3 (20:46):
It's just what is. You know, if I had a
dime for every time I've said to a teacher, will
tell me the child's backstory? Do both of the parents
work outside the home full time? Like, what's the story?
And you find out these very busy working people were
raising multiple children with a lot of things they're juggling,
and that's it is what it is. That's twenty twenty five.
Speaker 5 (21:07):
Yeah, yeah.
Speaker 6 (21:08):
And I think also reinforces by like the idea, whether
it be at school, at home, gaming, playing with friends,
what have you. Why community is so important and I
feel like one of the bigger shifts with technology has
been a waning of the idea of community. And I
think it's just really important that maybe societally, hopefully we
(21:31):
can shift not back but forward to a new way
of what community could look like.
Speaker 5 (21:40):
Because we do at the end of the day. I
all need each other.
Speaker 3 (21:43):
We're hardwired to connect. Yeah, our brains are hardwired to
connect to other people. Yes, yeah, sort of survival instinct.
Think back to like I don't know, cave times to survive,
the people had a band together, and it's still a
part of our instinctive nature to seek connection. I think
(22:04):
what you're saying is the question is what is that
connection going to look like? Yes, and it can look different,
and it's okay for it to look different.
Speaker 4 (22:12):
Well, and it already does compared to what we had.
Speaker 3 (22:15):
Yeah, we were out in neighborhoods. Still, the street lights
came on.
Speaker 2 (22:17):
Right, and it was always like face to face because
that's what we had. We didn't have this technology where
we just jump on like these chatrooms even.
Speaker 4 (22:25):
Like that was kind of what my high school was. Like,
Oh the chat rooms.
Speaker 2 (22:28):
Now you can talk to people from everywhere, but like
it's even more than that. Now you know where your
community is just widening.
Speaker 3 (22:36):
Yeah, it's true the world is getting smaller to your generation,
but the community is widening in different ways. Yes, right,
so interesting when you think about it. Yeah, I'd like
to remind people that just because today's children have a
different childhood than we did.
Speaker 5 (22:53):
All is not lost.
Speaker 3 (22:54):
They will grow up, they will be fine. They were
maybe different than we were in some ways, but they
will carve their own world. They will make their own
world in their own path, just like we did. You know,
my path is not the same as my parents' generation,
and theirs wasn't the same as the prior generation. So I'm
not sure why so many adults expect this younger generation
(23:15):
to have the same path as us, And we'd be moan, Oh,
they need to be doing this like we did. They
need to be doing that like we did. No, things
change as time goes on, and the world is so different.
I mean, look at what I'm paying for eggs today.
The world is so different.
Speaker 4 (23:32):
Yeah.
Speaker 3 (23:33):
And we're concerned about things in the world today that
we weren't when we were young, like the existence of
the earth. Yes, like that, like we'd like it to
last a while. Yeah, yeah, yeah, I remember when you
throw all the garbage in one cab.
Speaker 2 (23:47):
Yep.
Speaker 4 (23:49):
Recycling did not exist when I was a kid.
Speaker 3 (23:51):
You don't remember that.
Speaker 2 (23:52):
I see that You've always had that right, Like that
did not exist when we were kids, and everything was
just thrown away and.
Speaker 4 (23:58):
Yeah, non thought, not even a thought.
Speaker 3 (24:02):
Yeah, yeah, yeah, it was a completely different world. Now
I feel old. I'm feeling a little bit like a dinosaur.
Speaker 6 (24:08):
Now, Okay, I've reached I've reached the age now where
when I look at like up and coming music artists,
their references are the people.
Speaker 5 (24:16):
I grew up with.
Speaker 6 (24:19):
Yeah, and I'm like, oh, okay, it's it's it's very
it's very much a shock to the system.
Speaker 5 (24:25):
So I understand, you know.
Speaker 3 (24:27):
What happens to you next. Do you know what happens
to you next? You don't know any of those music people,
and so you stop watching the Brammis.
Speaker 4 (24:34):
Oh oh yeah, I didn't watch the Grammy sicians.
Speaker 3 (24:36):
I don't know who they are. I mean, I know
some of them.
Speaker 1 (24:39):
Will.
Speaker 2 (24:40):
I like listen to country music, so I'll watch I
didn't know this about you.
Speaker 4 (24:44):
Then.
Speaker 2 (24:45):
I also like to listen to like nineties like grunge music,
but like anyway, but the country things full news to me.
Speaker 4 (24:52):
Now I'll watch that award because I'm like, oh, I
know those people.
Speaker 3 (24:56):
Alison, we need your with us. On Thanksgiving when we're
watching the parade aid at my sisters in Manhattan and
people come up the street and we don't know who
they are. And the parade and we look at each other,
we say, must be a country singer.
Speaker 4 (25:09):
Was it like jelly Roll or something? Yeah, it probably was.
Speaker 3 (25:11):
Yeah, I don't know who. I don't know some of
these games.
Speaker 4 (25:14):
I don't know Blamy Wilson was at the Thanksgiving.
Speaker 3 (25:17):
Yeah, I didn't know who that was. Jelly Roll, I
know that name.
Speaker 7 (25:21):
Roll.
Speaker 4 (25:21):
Yeah, everybody knows jay Roll.
Speaker 5 (25:23):
He's everywhere.
Speaker 3 (25:24):
This is what this is what happens next, though, Michael,
you just abandoned the show. Don't even try.
Speaker 2 (25:30):
I know. But I also have abandoned like things like
the Oscars because I don't go to the movies.
Speaker 3 (25:35):
And did you I don't know s I watch those movies.
Speaker 4 (25:37):
I don't watch those movies I watched that.
Speaker 3 (25:39):
I don't go to the movies. I'm a moviegoer. I
wonder if so, Michael, do you think being a moviegoer
is particular to my generation not yours.
Speaker 6 (25:48):
I think that it's only particular, more particular because of
the price and willingness to spend time, whereas like I
very much enjoy I don't go to the movies often,
but I will watch movies at home because I value
more than like going and getting the popcorn and spending
fifty dollars to spend two hours at a movie theater.
(26:11):
I value much more of the ability to get through
a scene, hit pods, go to the bathroom, take a break,
come back later that day, yepp, more popcorn.
Speaker 4 (26:21):
But yeah, there's no view on that. I'm I'm like that. Yeah,
I you.
Speaker 2 (26:26):
I think maybe like the experience of it all I do,
and I don't need that experience.
Speaker 4 (26:32):
I just want to see the movie.
Speaker 3 (26:33):
Yeah yeah, no, see, I like them.
Speaker 2 (26:35):
And I don't want to have to miss five minutes
of the movie to go to the bathroom.
Speaker 3 (26:38):
But you know what I mean, children, today's children do
go to the movies. Yes, I see them. Yes they're
and they're making movies especially for them.
Speaker 2 (26:47):
I think the movie industry has had to change also
in the way they market these movies to get people
to go back to the theater because most people like
us are like, we'll just watch it home.
Speaker 6 (27:00):
And every generation is a reaction to the one before.
So it would make sense if and I had no
statistics on this, but like if likes go to the movies,
lets because there's there are like whole.
Speaker 5 (27:14):
I'm gonna use the.
Speaker 6 (27:15):
Phrase subreddits of like things. Millennials have quote unquote ended
destroying killed because we just don't do them. And this
the cycle is that it will swing back in at
some point, and if the kids are going to the
movies more, it would that would be an interesting shift over.
Speaker 3 (27:36):
You know what would make me so happy if the
drive in movie came back. I don't want to sit
out there. I just want it back.
Speaker 2 (27:44):
Okay, it won't come back because you won't sit there.
Speaker 7 (27:50):
All right, all right, whatever, whatever, that's the point, something
adjacent to being the change you want to see in
the world.
Speaker 3 (27:57):
Yeah, that's a really nice way to end this episode
though the world, the world is changing, Be the change
people and embrace the fact that these children will develop
their own ways in their own communities. And it's so
interesting to me when you pointed out you straddled the
two different ways of being a child. Yeah, so interesting.
(28:20):
And either way is okay, right, either way is fine.
Speaker 5 (28:23):
Different isn't bad, It's just different.
Speaker 3 (28:26):
Right, yes, right, Well, Michael, we want to really thank
you for your willingness to participate in these two parts,
this two parter. We very much appreciate that. When I
said to you, you know, what might be kind of
cool that you didn't say no way, Mom, no way.
So thank you very much for being willing to.
Speaker 5 (28:45):
Do this, thank you for having me.
Speaker 3 (28:47):
Absolutely, if we get a lot of fan mail where
people loved Michael, we'll have to do it again in
the future.
Speaker 6 (28:52):
And if you don't and will never see any of
you again and they wish you all the best.
Speaker 3 (28:57):
Yeah, thank you, and we wish you back for our
next episode of How Preschool Teachers Do It Folks. Bye,
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