Published June 2026
Moonbug Learning Principles Framework
Developed by Center for Scholars & Storytellers @ UCLA
The Center for Scholars & Storytellers (CSS) at UCLA was brought on by Moonbug in 2023 to develop a set of learning principles now being integrated across Moonbug’s preschool franchises. Grounded in peer-reviewed research and informed by an advisory council of child development and media experts, the principles are designed to help Moonbug’s creative teams more intentionally consider how young children learn, process emotions, and experience stories through online video.
To develop the principles, CSS first worked to understand Moonbug’s existing creative process. Through interviews with more than 10 team members, including creative leaders across CoComelon, CoComelon Lane, and Blippi, CSS explored how Moonbug teams already think about storytelling, learning, music, routines, play, and emotional development. This ensured the principles would build on and strengthen the work already happening across Moonbug’s preschool series.
Under the guidance of an advisory council composed of leading academic experts in children’s media and industry professionals, CSS also conducted a comprehensive review of peer-reviewed research on early childhood learning and children’s media. In parallel, CSS analyzed select episodes of CoComelon, CoComelon Lane, and Blippi to identify the learning themes and storytelling approaches that most authentically emerged across the franchises.
The resulting Four Learning Principles now help guide conversations throughout Moonbug’s development and creative process and reflect an ongoing collaboration between Moonbug’s creative teams, learning consultants, and the CSS team at UCLA.
The sections below outline each principle, explain why child development research suggests it matters for young children, and provide examples of how these ideas appear in Moonbug's shows. Together, they offer a transparent look at the framework helping inform Moonbug's approach to preschool storytelling.
Learning Principle 1
Navigating Real Life Moments
“Moonbug shows help children navigate experiences, big and small, in their everyday lives.”
In the song CoComelon song “Fast Little Fishy,” JJ navigates the real life moment of taking little extra time to feel comfortable playing in the water park with his friends.
Why is this Principle Important?
Little humans are just beginning to explore the world, and each day brings the possibility of a new adventure. From starting school to learning to ride a bike to exploring new environments, these new experiences can be both exciting and, at times, overwhelming. Early childhood is also a time when children start to gain more independence, such as brushing their own teeth or choosing their clothes. Helping children prepare for these moments and establish routines can support them in navigating this period of growth.
Examples of Where this Principle Applies
Cocomelon’s lessons about life skills such as handwashing and teeth brushing
Cocomelon Lane’s big moments for little kids such as a new sibling or the first day of school
Blippi’s exploration of new environments and experiences
Creative Considerations for Navigating Real Life Moments in Moonbug Shows
The considerations below were developed with the CSS team to help inform creative discussions and storytelling decisions across Moonbug's preschool content.
01
Feature characters navigating real-life moments in the main plot, and clearly include tips or tricks they use to handle those situations effectively as part of the story.
Why? Research shows children learn best when lessons are woven into the plot. (1)
02
Portray new experiences with accuracy, including specific details of the activity.
Why? Young children think very concretely about the world so they need clear guidance when they are being shown something new to help understand it.
To best support learning, lessons should be accompanied by clear visuals and/or actions and with character dialogue or narration (i.e., not only song).
03
Minimize distractions and tangential songs or storylines when characters are navigating real-life moments.
Why? Research shows that preschool children are prone to distraction and tangential elements may interfere with their ability to learn lessons. (2)
04
Depict age-appropriate real-life moments, lessons, and activities.
Why? Studies show that if content is too simple or too challenging, children may lose interest and stop watching. (2)
Why is this Principle Important?
Forming positive relationships is crucial during preschool, as this is when children meet new friends and develop essential social-emotional skills. Being kind, working together, and communicating are important for making friends. Respect and listening are key when interacting with teachers. The caregiver-child relationship is also key for modeling and validating emotions.
Examples of Where this Principle Applies
Cocomelon’s promotion of soft skills that help children forge positive friendships, such as sharing, patience, and teamwork
Cocomelon Lane’s adult characters who validate children's emotions and demonstrate strategies for managing emotions
Blippi’s friendly, kind characters
Creative Considerations for Modeling Positive Relationships in Moonbug Shows
The considerations below were developed with the CSS team to help inform creative discussions and storytelling decisions across Moonbug's preschool content.
01
Show children openly expressing a wide range of age-appropriate emotions and thoughts with others.
Why? Open communication between children and their peers and caregivers is key to both self-expression and developing language skills. (3)
Avoid using emotion words unfamiliar to preschoolers, like "overwhelmed". Consider using age-appropriate terms such as "happy", "sad", or "scared".
Be sure to show characters of many different identities expressing emotions. When children see themselves represented on screen it can help them understand their own emotions. (4,5)
02
When children express emotions, especially negative emotions, use that as an opportunity for caregivers and peers to validate those feelings and help them identify, understand, and work through those feelings together.
Why? Showing characters express and name emotions can help children develop emotional awareness for themselves and others, and show children self-regulation strategies for their own lives. (5)
Use caution when showing negative emotions as excessive negativity may interfere with children's ability to retain the positive lessons. (6)
03
Show adult characters scaffolding children through new experiences, guiding them to navigate and learn from both successes and failures.
Why? Reducing the fear of failure helps children build growth mindsets and resiliency. (3)
04
Show caregivers modeling and teaching relationship skills like sharing, listening, and effective communication. Have children practice these skills in various relationships and social situations.
Why? Building relationship skills is crucial for success in preschool and school, as it helps children navigate various social situations confidently. (7)
Learning Principle 2
Modeling Positive Relationships
“Moonbug shows model positive relationships among children and their friends and caregivers.”
In CoComelon’s “The Travel Song,” JJ strengthens his connection with family during a holiday road trip, demonstrating the Learning Principle of 'Modeling Positive Relationships.
Why is this Principle Important?
Play is essential to preschool children’s learning, helping them develop key skills such as imagination and creativity. Play actively engages children, making learning both enjoyable and meaningful, while allowing them to connect what they already know with new information. Additionally, the social interactions during play further enrich their learning experience. (3,8)
Examples of Where this Principle Applies
Cocomelon’s depictions of play and Ms. Appleberry’s lessons through playful activities
Emmie’s Wonder Wardrobe (Little Angel spinoff) aim to promote coming up with good ideas to keep play going under difficult situations.
Blippi’s curiosity and imagination
Creative Considerations for Promoting Learning Through Play in Moonbug Shows
The considerations below were developed with the CSS team to help inform creative discussions and storytelling decisions across Moonbug's preschool content.
01
Show playful, accessible activities that children can recreate in their own lives.
Why? Research shows that children learn best through play when they are active participants. (3)
02
Show relationships between children and their peers and caregivers that encourage exploration and curiosity.
Why? Environments where children can explore, try new things, and be curious encourage children’s development of creative innovation. (3)
03
Feature collaborative activities between children and adults, especially cooperative play, that includes turn-taking, sharing, and equal participation among all children.
Why? Research shows that collaborative activities enhance children's learning, and modeling effective collaboration can improve offscreen interactions. (3) Caregivers co-viewing the show can also benefit from these depictions.
04
During key learning moments, have characters playfully engage the audience. Characters should make eye contact, speak directly to viewers, and pause to allow time for the audience to respond.
Why? Parasocial interactions (i.e., interactions between characters and audiences) can encourage children to actively engage with lessons, just as they would in real interactions. (9) Modeling play between the characters and audience can also support children’s playful interactions in their life.
Learning Principle 3
Promoting Learning Through Play
“Moonbug shows encourage building blocks of play, such as curiosity and imagination and incorporate lessons into playful activities.”
In the Little Angel spinoff Emmie’s Wonder Wardrobe, the Learning Principle of 'Learning Through Play' comes to life as Emmie uses imaginative play to express herself, solve problems, and find creative ways to keep the fun going when challenges arise.
Why is this Principle Important?
Media that celebrates children’s identities and cultures can help foster positive senses of self for children with those identities and teach children who do not have those identities to treat them with respect. This is important for young children, who begin recognizing and valuing identities early on. (10) For example, infants tend to prefer faces of the same race as their caregivers, while preschoolers use race to evaluate their peers and generate expectations about them. (11)
Examples of Where this Principle Applies
Cocomelon and Cocomelon Lane’s diverse cast of characters and depiction of culturally specific experiences in a positive and joyful way, including the casual use of Spanish
Blippi’s best friend Meekah, a woman of color
Creative Considerations for Telling Authentically Inclusive Stories in Moonbug Shows
The considerations below were developed with the CSS team to help inform creative discussions and storytelling decisions across Moonbug's preschool content.
01
Avoid stereotypes by portraying characters of color with rich, intersectional identities.
Why? Research shows that children easily pick up on subtle differences in how characters treat each other, including verbal and nonverbal cues, and can detect preferences for certain racial or gender identities. (12,13) Children may even recreate those preferences in their own social situations.
02
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Represent characters of all skin tones and colors in positive roles.
Why? When children, especially those who rarely see themselves represented, experience positive portrayals of their identities in media, it can foster self-worth and appreciation for their cultures. Research shows that authentic representation can lead to greater confidence and self-esteem in adolescence and adulthood. (10)
03
Explore underrepresented cultures and identities by showing characters having experiences that are unique and authentic to them.
Why? When children see their cultures included, they are more likely to feel motivated and capable of learning. (14) However, these benefits are limited if the culture or identity is not clearly identified, explored, or given equal respect.
04
Integrate these tips into all Moonbug shows, rather than limiting them to brands focused solely on specific identities.
Why? For children with underrepresented identities, seeing people from other identities value their identity and culture helps them understand their value in broader society, beyond their own group. For children with other identities, witnessing respect for underrepresented identities and cultures from characters with different identities can teach them to value and respect those identities as well. (14)
Learning Principle 4
Telling Authentically Inclusive Stories
“Moonbug shows center characters with a wide variety of identities and seek to give them depth, by exploring their perspectives and cultures, and to celebrate their identities, by depicting culturally-specific experiences in a positive and joyful way.”
Blippi and Meekah in “Blippi’s Job Show”
References
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Fletcher, K., Wright, C. A., Pesch, A., Abdurokhmonova, G., & Hirsh-Pasek, K. (2024). Active playful learning as a robust, adaptable, culturally relevant pedagogy to foster children’s 21st century skills. Journal of Children and Media, 18(3), 309-321. https://doi.org/10.1080/17482798.2024.2356956
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Toolkit for Storytellers: Character Strengths in Adolescent Programming
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Kotler, J.A, Haider, T.Z. & Levine, M.H. (2019). Identity matters: Parents’ and educators’ perceptions of children’s social identity development. New York: Sesame Workshop. https://sesameworkshop.org/our-work/research-and-insights/sesame-workshop-identity-matters-study/
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Waxman, S. R. (2021). Racial awareness and bias begin early: Developmental entry points, challenges, and a call to action. Perspectives on Psychological Science, 16(5), 893-902. https://doi.org/10.1177/17456916211026968
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Weisbuch, M., & Ambady, N. (2009). Unspoken cultural influence: Exposure to and influence of nonverbal bias. Journal of Personality and Social Psychology, 96(6), 1104–1119. https://doi.org/10.1037/a0015642
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Weisbuch, M., Pauker, K., & Ambady, N. (2009). The subtle transmission of race bias via televised nonverbal behavior. Science, 326(5960), 1711-1714. https://doi.org/10.1126/science.1178358
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Adapted from Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf