When babies watch television: Attention-getting, attention-holding, and the implications for learning from video material

The recent increase in the availability of infant-directed video material (e.g., Baby Einstein) and the corresponding increase in the amount of time that infants and toddlers spend viewing them have prompted concern among parents and professionals that these media might impede aspects of cognitive and social development. In contrast, supporters and producers of these media contend that, as has been shown with preschool children, age-appropriate videos with carefully selected educational content can provide an opportunity to support and enhance early learning. The scientific evidence for these opposing views is reviewed, evaluated, and interpreted in a developmental framework.