Can babies learn from "Ms. Rachel" and other baby TV shows?
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Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>. \u003c/em>\u003cem>An audio version of this post \u003ca href=\"https://parentingtranslator.substack.com/p/can-babies-learn-from-ms-rachel-and-4b6#details\" target=\"_blank\" rel=\"noopener\">can be heard here\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Ms. Rachel” has become a household name for nearly every parent with a baby or toddler. Her YouTube channel, \u003c/span>\u003cem>\u003ca href=\"https://www.youtube.com/channel/UCG2CL6EUjG8TVT1Tpl9nJdg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Songs for Littles – Toddler Learning Videos,\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\"> has over 3 million subscribers and her videos have hundreds of millions of views. The woman behind Ms. Rachel is Rachel Griffin Accurso, a preschool teacher and mother living in New York City. Her husband is a Broadway composer who helps to produce her YouTube channel. As she explained in a recent \u003c/span>\u003ca href=\"https://www.today.com/parents/family/who-is-ms-rachel-rcna60194\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">interview on the \u003cem>Today\u003c/em> show,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> she started the YouTube channel because her son did not speak his first word until nearly 3 years old and she could not find a television show that targeted language development to help him. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her YouTube channel description\u003c/span>\u003cspan style=\"font-weight: 400\"> claims that her videos “help children learn to talk, learn letters, numbers, colors, animal sounds and more!” On her website, she also states that her team works with speech language pathologists to “provide speech practice techniques on video for toddlers!” and she has a quote from a speech language pathologist saying that she uses “all of the right techniques.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ms. Rachel isn’t alone in creating “educational” shows for babies on YouTube. \u003cem>Little Baby Bum\u003c/em> has 40.8 million subscribers and claims to “support cognitive development” in its show description. A similar channel called \u003cem>Super Simple Songs\u003c/em> has over 37 million subscribers and is described as being “created by a team of educators.” \u003cem>Hey Bear Sensory\u003c/em> has 1.57 million subscribers and seems geared towards very young babies, as it features black-and-white and contrasting colors\u003c/span>\u003ca href=\"https://www.science.org/doi/pdf/10.1126/science.140.3564.296\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> which are known to hold the attention of newborns.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So is the marketing on these shows accurate? Can babies actually learn from a television show?\u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Is Ms. Rachel the New “Baby Einstein”?\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There has yet to be any published research on Ms. Rachel’s show or any of the more recent trends in baby shows described above. Research is very slow and can take years to catch up with popular trends. However, we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> have a very large body of research on “baby media,” that is, media designed for infants and toddlers.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most notably, there was a popular DVD series in the 1990’s and early 2000’s referred to as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which claimed to be educational and advance the development of infants and toddlers. Interestingly, the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> series is oddly similar to Ms. Rachel’s YouTube channel. Just like Ms. Rachel, it was founded by a woman who was a mother and teacher and was hoping to boost her own child’s development. Both shows involve music, a slow pace, labeling of objects, sign language, and puppets. Both have claims of teaching infants and toddlers through their videos, with many endorsements and testimonials from parents on their websites seeming to back up these claims. Finally, just like Ms. Rachel, \u003cem>Baby Einstein\u003c/em> was widely popular among parents at the time. The Kaiser Family Foundation even reported in 2003 that \u003c/span>\u003ca href=\"https://www.nytimes.com/2003/10/29/us/a-growing-number-of-video-viewers-watch-from-crib.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">32% of families with babies in the United States owned a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> DVD.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2007, a research study was published that raised serious doubts about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and other baby media. This \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022347607004477?casa_token=zNMatlcg8RoAAAAA:vi9IxShbnkWRDwFPCOjxj-TlUMFAfexFsaFul-6nbn_q0WRE95SjSs6bIaxdQG0doeWkpiXS\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reported that, for every hour of baby media such as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, that an infant from 8 to 16 months watches, the child knows six to eight \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">fewer\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> words. This effect was very significant with each hour of baby media being associated with a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">17-point decrease\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> on the language measure they used (for comparison reading to your child every day was associated with a seven-point increase). However, this study was only correlational and a more recent \u003c/span>\u003ca href=\"https://www.christopherjferguson.com/Baby%20Videos.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reanalysis of this data questioned the accuracy of these findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several experimental studies also directly examined the impact of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and baby media. First, a \u003c/span>\u003ca href=\"https://bpspsychub.onlinelibrary.wiley.com/doi/pdf/10.1348/026151008X320156?casa_token=PVRDwq-LR8EAAAAA:qUjgUJT7iS94NdQhdw6a1VMHS31ECyrYuwDRwpiI0Wf4MJU95ckiwQwx-SOItuwoOIdyMbdKu7kM_kP2\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> examined learning in 12- to 15-month-old infants after regularly watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. This study focused on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">“Baby Wordsworth” DVD, which was designed to teach babies language by presenting objects and labeling them with a voice-over as well as showing the word in American Sign Language. This DVD also included live footage of parents and children interacting and short puppet skits. The 12- to 15-month-old children in this study watched the video 15 times over six weeks. The researchers found that the infants who watched the video did not show \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">any\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> language learning from watching the video (that is, no difference was found between the group that was randomly assigned to watch the video and the group that did not watch the video on any of the words presented in the video). A \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/articlepdf/383151/poa05011_432_437.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">follow-up study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> combined this sample with a group of older children and examined whether 12- to 25-month-old children can learn from the Baby Wordsworth video. The older children also watched the video 15 times over six weeks. The researchers again found no evidence of learning from the video even for the older children. The researchers also found that the age at which a child first watched a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> video was related to lower overall language scores (while the age at which they first watched a DVD more generally was unrelated to language development). However, these findings were correlational, meaning watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">videos was simply associated with lower language scores and we do not have evidence that watching these videos \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">causes \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">lower scores.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Judy-Deloache/publication/247750845_Babies_and_Baby_Media/links/558edf4308ae47a3490d90e4/Babies-and-Baby-Media.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study from a different research group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> compared learning from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos to learning from live interactions with parents in 12-to 18-month-old children. The infants in this study watched Baby Einstein videos several times a week for 4 weeks. In this study, the researchers compared three conditions: 1) watching the video alone, 2) watching the video with a parent and 3) not watching the video and the parent being asked to teach the words from the video during normal interactions. They found that children who watched the video (even those who watched it with their parents) did not learn any words from the video (they found no significant differences between children who watched the video and children who did not). However, in the condition where parents were instructed to teach the words over the course of normal interactions, the children did learn the words. Interestingly, parents were not great reporters of their children’s learning. Some parents reported that their children learned a lot of words but in actuality their performance was no better after watching the video. Instead the parents’ belief about how much their children learned was related to their liking of the video — parents who liked the video were more likely to think their children learned a lot from it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Interestingly, the Walt Disney company (which bought \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> in 2001) was asked by the Federal Trade Commission to remove the word “educational” from their marketing in 2006. Disney then issued a refund policy for all videos bought between 2004 and 2009 based on this research. To parents at the time, this seemed like an acknowledgement that the videos actually were not educational for babies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Despite the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos being designed to teach babies language, research consistently finds that children up to 25 months do \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> seem to learn language from these videos. Instead, babies only seem to learn language when taught by a parent in “real life.” Yet, parents who were fans of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> still reported that their children learned language from these videos. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 22px\">But Can Babies and Toddlers Learn from Any Type of TV Show?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You might be thinking at this point — but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is just one show. How do we know that babies can’t learn from any type of baby media? A long line of research has consistently found that infants and toddlers do not learn as well from video as from “real life” interactions. This phenomenon is referred to as the “video deficit” (\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096522001837#b0005\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Anderson & Pempek, 2005\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). The video deficit\u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.13429?casa_token=wMMjMv8OcF4AAAAA:LkHSWwGnD5MmvGprda4uNX5x4b3op-ZSwqih9ACT68qTEuLzJ8bKd8TO7VCBTW25qvYK-deT20d4Ozg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> seems to last until about age 3, although it very gradually becomes less severe with age.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A classic example of the video deficit is the inability of infants to learn foreign language from video. In one \u003c/span>\u003ca href=\"https://www.pnas.org/doi/full/10.1073/pnas.1532872100\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, researchers exposed English-speaking 9-month-old infants to Mandarin Chinese through one of three methods: 1) a live speaker, 2) the same speaker on a video or 3) an audio recording. The infants show no evidence of learning from either the video or audio recording, but only from the live speaker.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The video deficit occurs for both language learning and other types of learning. For example, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-7687.00280?casa_token=uMzCqki1Pc8AAAAA:5A1I7tnvmwekjwjckW-GYCIGCJWVFSwvkizYPx7BZVKiKSZdGjhrzMvlxSlfo__58B9zWxA_iaDlfNM\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a two-year old child cannot find an object in a room after they watch an experimenter hide it on a live video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> yet they can easily find the object when they watch the experimenter hide it in “real life.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In terms of language learning, research finds that \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/j.1467-8624.2009.01338.x?casa_token=xpb5dLwch98AAAAA:BqWzZGNa_nHk4h20iL7qzqnb5_QSkfLr6XFEDH-cPehTaXM-0TiemzdFG_wdiC0reSvIl1nROcfzgDg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children younger than 36 months show no evidence of learning new words from video alone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02195/full#B16.\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">This occurs even when the speaker seems to be responsive to the child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as saying their name and waiting for the child to pay attention before speaking and pausing if they become distracted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: A long line of research shows that babies and toddlers do not learn language from video, even when the speaker seems to be interacting with the child. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 22px\">But Is Ms. Rachel Different? \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents at this point who are fans of Ms. Rachel might be thinking “But Ms. Rachel is different than these other ‘baby shows’ — she talks directly to children and uses more interactive strategies to help them learn language.” And I think most experts would agree that Ms. Rachel uses a lot of techniques that we know help to enhance language learning during real-life interactions, such as Parentese (translation: the slightly annoying voice we naturally use to talk to babies), gestures (translation: pointing and using hand movements), pausing to allow responses and social referencing (translation: using eye movements and gestures to show what you are referring to). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, we do not have sufficient evidence that these strategies work on video, and the research we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> have suggests that these strategies may not be enough to help children to overcome the video deficit. For example, research suggests that the strategies Ms. Rachel uses, such as making eye contact with children, smiling at the audience and pausing before speaking, may \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0022096517304587\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">make children more likely to respond to the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but not effectively learn from the video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">is\u003c/span>\u003c/i> \u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.12430?casa_token=ghgTZY5uP9IAAAAA:3HlBivhGZj0HGrgXHnlG8S6Yqp6R8tCEQDG2BVqSnBvGNsapNwVGbQEsaiOq4FUcMe41PXBxO3n5GG8\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">some evidence that children learn more from screen time that is truly interactive and responsive, such as video chat or FaceTime\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. So, based on this research, parents may assume that young children will be easily “tricked” into thinking that an interactive video like Ms. Rachel is the same as FaceTime. However, young children are actually very sensitive to how responsive and interactive a video is, and \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Daniel-Stahl-3/publication/38140157_Sensitivity_to_interpersonal_timing_at_3_and_6_months_of_age/links/09e415064337db2725000000/Sensitivity-to-interpersonal-timing-at-3-and-6-months-of-age.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">even 3-month-old infants can tell when there is even a one-second delay in responding.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, more recent research suggests that there may be a subtle video deficit even with video chat/FaceTime (see \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.13429?casa_token=GP-CQnwSkjkAAAAA:Tj7HSDIANDjwQvlGzUTaDHxXuSVHnFPesU_w2nR_6gKU1FG7THNqQ7u0cdKng1fxN0GbikB5aDrlHw8\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for review). \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096517304587?casa_token=gk0y04eTTLMAAAAA:lmDolC8OpiXo9Vz53OAdHSH6TAZt_HERpvjB8cIDYwxgSOjFauzpbw1QsPg8n1J6RmKC1O4R\">\u003cspan style=\"font-weight: 400\">One study \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">involving 30-month-olds found no evidence for word learning when a researcher used a very similar approach to Ms. Rachel (singing songs, asking questions and pausing for response). The video deficit was even present when the researcher was on video chat and thus being more responsive to the toddler than any TV show could be. The toddlers only learned when their parents modeled how to respond to the video. (This research also suggests that you should FaceTime or Zoom with your toddler to help them understand even this more interactive screen time). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason that parents believe that Ms Rachel is a higher quality show is because of the slower pace of her show. Yet, the research is mixed as to whether the pace of a television show really matters. More recent research involving preschoolers (about 3 to 4 years old) finds no impact of fast-paced shows on\u003c/span>\u003ca href=\"https://eprints.staffs.ac.uk/6832/3/Watching_TV_in_a_home_environment.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> children’s ability to concentrate or learn from the show\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://psycnet.apa.org/manuscript/2015-13571-001.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive functioning.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: We have no evidence that the techniques that Ms. Rachel uses are enough to overcome the video deficit and allow young children to learn from her videos. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Why Does It Seem Like My Child Has Learned Words From Watching Ms. Rachel or Other “Educational” Shows? \u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, it is possible that your child has learned new words from Ms. Rachel. Research is always imperfect and, even in the best case scenario, usually only tells us what we can expect for the average child. However, it is also very common for infants and toddlers to experience\u003c/span>\u003ca href=\"http://media06.euv-frankfurt-o.de/Literatur/Goldfield_1990%5B1%5D.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> leaps or “growth spurts” in language development when they seem to learn a lot of words at once\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These leaps or growth spots may just happen to coincide with watching a particular show and your child may be experiencing a growth spurt in language that is unrelated to screen time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, research suggests that, even if children seem to learn a word from a television show, they are also less likely to be able to generalize it to a different situation (see \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.12166?casa_token=M3oTt2z0idMAAAAA:E8Yst3X190g0Nak76Ks5MjmFae8Fr4muwHXT0RfE6h4Mb30XJhtE_5gytlOn9TmLSRNOhk5GJEn4xrk\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/15213260903562917?casa_token=fGNIdq3IzdMAAAAA:1frnAO_ztaXCsHovLwAlXc0_uNyGcyTDYFA2WIorW5Oi0FmXINRjTLMJ7P6AXxH3YiTihwNmdw0a\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), meaning they may not actually be able to use the word to communicate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Your child’s language growth may be unrelated to screen time and, even if your child is repeating the words that they hear on TV shows, it doesn’t mean that they will be able to use that word to communicate in different situations. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Is There Anything I Can Do To Enhance Learning? \u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all live in the real world and occasionally may need to use baby media. So is there anything parents can do to enhance learning? What may matter more than anything for young children may be \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">what parents are doing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> while their children watch a screen. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, parents can talk to their child while they are watching (asking questions, labeling items and having back-and forth conversations about what they see). Research finds that infants pay more attention to the screen \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1080/15250000701779378?casa_token=aFjAqxaVrcQAAAAA:UnXKmEn9NzTnPR-wzW7e8TrJVC0ISYjzlP4kCaqRr9Kq9tLQccv2qPn1XReVGxN2LVgUxN7EwGPBYnM\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">when parents ask questions and label what they see \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">or \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1532-7078.2009.00013.x?casa_token=CiJ86Hw72mEAAAAA:8FEvXsc33AYGGIkaP7qjph3jHWfCHIuNRtQg-wVjYR21jCiUWF-NDTjgO8VK49H0cD2p-N5CSJc5_Dg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have back-and-forth conversations about what they see on the screen.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another strategy that can help children to overcome the video deficit is modeling responses to the person on the screen, as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096517304587?casa_token=gk0y04eTTLMAAAAA:lmDolC8OpiXo9Vz53OAdHSH6TAZt_HERpvjB8cIDYwxgSOjFauzpbw1QsPg8n1J6RmKC1O4R\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">suggests that when parents model how to respond to the video, 30-month-olds can learn words from the video. For example, if Ms. Rachel asks a question, respond to it yourself, or when she says “clap,” then model clapping. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, it is important to remember that simply watching with your child may not be enough to overcome the video deficit. Rather, parents may need to engage in active teaching to help children to overcome it. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1002/icd.713?casa_token=VdCWM-M6OCkAAAAA:7GOYRuc9K5V2Joh5Fb8-H8_hsyoWrBuEHTSJxeNd7JMed8WDpHfWKzUT2UtKCczcEciOIQ8juPN80b4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that infants and toddlers may only learn words when the parents are actively focused on frequent teaching opportunities during viewing, such as labeling most items on the screen and highlighting the language their child doesn’t know yet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, this is not a perfect solution and infants will likely learn more from real life interactions. Also, as parents, we often use screens at times when we need our children to be occupied so we can do an important task or simply take a break. Therefore, actively teaching during screen time may not be possible. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Interacting with your child and the person on the screen may help your child to learn more from screen time. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Overall Translation\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most parents occasionally use baby media and there is no reason to feel guilty about this occasional use. We have no evidence that occasional use of baby media has any negative impacts on your child’s brain development. The real problem with baby media is not this type of occasional use, but when it is marketed as a method for promoting development when we have evidence that babies and toddlers do not learn from video. For example, \u003c/span>\u003ca href=\"https://www.today.com/parents/family/who-is-ms-rachel-rcna60194\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Ms. Rachel suggesting on the “Today” show\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that her shows may help a child with a language delay is a serious cause for concern, since parents may choose the easier route of turning on her show over the approaches that are actually effective for addressing a language delay, such as speech-language therapy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you need to keep your infant or toddler safe and occupied for a few minutes, such as while you care for another child or make dinner, Ms. Rachel and other baby media might be a good choice for you. I remember turning on “Little Baby Bum” for my children in the car when they were screaming their heads off and I was worried I would get into an accident trying to soothe them. However, it is important to keep in mind that Ms. Rachel or other baby media is unlikely to advance your child’s language or development in any way. In other words, there is nothing wrong with parents seeking occasional distraction or entertainment for their infants, but parents should not view television shows as ways to improve language or teach children new skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are concerned about your child’s language development, seek out your local early intervention services or speech-language pathologist. These providers should be able to provide an evaluation to determine whether your child’s speech is delayed and, if needed, evidence-based services to improve your child’s language.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>All Parenting Translator newsletters are reviewed by experts in the topic to make sure that they are as helpful and as accurate for parents as possible. This post was reviewed by Jacqueline Nesi, PhD, a clinical psychologist and professor of psychiatry at Brown University. Nesi is the author of \u003ca href=\"https://technosapiens.substack.com/\" target=\"_blank\" rel=\"noopener\">Techno Sapiens\u003c/a>, a weekly newsletter with research-backed tips for living and parenting in the digital age.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Popular YouTube channels for infants and toddlers say they promote speech development, cognitive skills and more. Is it true? ","status":"publish","parent":0,"modified":1688826401,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":3123},"headData":{"title":"Can babies learn from \"Ms. Rachel\" and other baby TV shows? | KQED","description":"Popular YouTube channels for infants and toddlers say they promote speech development, cognitive skills and more. Is it true?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Popular YouTube channels for infants and toddlers say they promote speech development, cognitive skills and more. Is it true?","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can babies learn from \"Ms. Rachel\" and other baby TV shows?","datePublished":"2023-03-14T04:00:43.000Z","dateModified":"2023-07-08T14:26:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Cara Goodwin, \u003ca href=\"https://www.parentingtranslator.com/\" target=\"blank\">The Parenting Translator\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60988/can-babies-learn-from-ms-rachel-and-other-baby-tv-shows","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://parentingtranslator.substack.com/p/can-babies-learn-from-ms-rachel-and\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>. \u003c/em>\u003cem>An audio version of this post \u003ca href=\"https://parentingtranslator.substack.com/p/can-babies-learn-from-ms-rachel-and-4b6#details\" target=\"_blank\" rel=\"noopener\">can be heard here\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Ms. Rachel” has become a household name for nearly every parent with a baby or toddler. Her YouTube channel, \u003c/span>\u003cem>\u003ca href=\"https://www.youtube.com/channel/UCG2CL6EUjG8TVT1Tpl9nJdg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Songs for Littles – Toddler Learning Videos,\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\"> has over 3 million subscribers and her videos have hundreds of millions of views. The woman behind Ms. Rachel is Rachel Griffin Accurso, a preschool teacher and mother living in New York City. Her husband is a Broadway composer who helps to produce her YouTube channel. As she explained in a recent \u003c/span>\u003ca href=\"https://www.today.com/parents/family/who-is-ms-rachel-rcna60194\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">interview on the \u003cem>Today\u003c/em> show,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> she started the YouTube channel because her son did not speak his first word until nearly 3 years old and she could not find a television show that targeted language development to help him. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her YouTube channel description\u003c/span>\u003cspan style=\"font-weight: 400\"> claims that her videos “help children learn to talk, learn letters, numbers, colors, animal sounds and more!” On her website, she also states that her team works with speech language pathologists to “provide speech practice techniques on video for toddlers!” and she has a quote from a speech language pathologist saying that she uses “all of the right techniques.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ms. Rachel isn’t alone in creating “educational” shows for babies on YouTube. \u003cem>Little Baby Bum\u003c/em> has 40.8 million subscribers and claims to “support cognitive development” in its show description. A similar channel called \u003cem>Super Simple Songs\u003c/em> has over 37 million subscribers and is described as being “created by a team of educators.” \u003cem>Hey Bear Sensory\u003c/em> has 1.57 million subscribers and seems geared towards very young babies, as it features black-and-white and contrasting colors\u003c/span>\u003ca href=\"https://www.science.org/doi/pdf/10.1126/science.140.3564.296\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> which are known to hold the attention of newborns.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So is the marketing on these shows accurate? Can babies actually learn from a television show?\u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Is Ms. Rachel the New “Baby Einstein”?\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There has yet to be any published research on Ms. Rachel’s show or any of the more recent trends in baby shows described above. Research is very slow and can take years to catch up with popular trends. However, we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> have a very large body of research on “baby media,” that is, media designed for infants and toddlers.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most notably, there was a popular DVD series in the 1990’s and early 2000’s referred to as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which claimed to be educational and advance the development of infants and toddlers. Interestingly, the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> series is oddly similar to Ms. Rachel’s YouTube channel. Just like Ms. Rachel, it was founded by a woman who was a mother and teacher and was hoping to boost her own child’s development. Both shows involve music, a slow pace, labeling of objects, sign language, and puppets. Both have claims of teaching infants and toddlers through their videos, with many endorsements and testimonials from parents on their websites seeming to back up these claims. Finally, just like Ms. Rachel, \u003cem>Baby Einstein\u003c/em> was widely popular among parents at the time. The Kaiser Family Foundation even reported in 2003 that \u003c/span>\u003ca href=\"https://www.nytimes.com/2003/10/29/us/a-growing-number-of-video-viewers-watch-from-crib.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">32% of families with babies in the United States owned a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> DVD.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2007, a research study was published that raised serious doubts about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and other baby media. This \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022347607004477?casa_token=zNMatlcg8RoAAAAA:vi9IxShbnkWRDwFPCOjxj-TlUMFAfexFsaFul-6nbn_q0WRE95SjSs6bIaxdQG0doeWkpiXS\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reported that, for every hour of baby media such as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, that an infant from 8 to 16 months watches, the child knows six to eight \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">fewer\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> words. This effect was very significant with each hour of baby media being associated with a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">17-point decrease\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> on the language measure they used (for comparison reading to your child every day was associated with a seven-point increase). However, this study was only correlational and a more recent \u003c/span>\u003ca href=\"https://www.christopherjferguson.com/Baby%20Videos.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reanalysis of this data questioned the accuracy of these findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several experimental studies also directly examined the impact of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and baby media. First, a \u003c/span>\u003ca href=\"https://bpspsychub.onlinelibrary.wiley.com/doi/pdf/10.1348/026151008X320156?casa_token=PVRDwq-LR8EAAAAA:qUjgUJT7iS94NdQhdw6a1VMHS31ECyrYuwDRwpiI0Wf4MJU95ckiwQwx-SOItuwoOIdyMbdKu7kM_kP2\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> examined learning in 12- to 15-month-old infants after regularly watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. This study focused on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">“Baby Wordsworth” DVD, which was designed to teach babies language by presenting objects and labeling them with a voice-over as well as showing the word in American Sign Language. This DVD also included live footage of parents and children interacting and short puppet skits. The 12- to 15-month-old children in this study watched the video 15 times over six weeks. The researchers found that the infants who watched the video did not show \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">any\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> language learning from watching the video (that is, no difference was found between the group that was randomly assigned to watch the video and the group that did not watch the video on any of the words presented in the video). A \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/articlepdf/383151/poa05011_432_437.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">follow-up study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> combined this sample with a group of older children and examined whether 12- to 25-month-old children can learn from the Baby Wordsworth video. The older children also watched the video 15 times over six weeks. The researchers again found no evidence of learning from the video even for the older children. The researchers also found that the age at which a child first watched a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> video was related to lower overall language scores (while the age at which they first watched a DVD more generally was unrelated to language development). However, these findings were correlational, meaning watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">videos was simply associated with lower language scores and we do not have evidence that watching these videos \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">causes \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">lower scores.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Judy-Deloache/publication/247750845_Babies_and_Baby_Media/links/558edf4308ae47a3490d90e4/Babies-and-Baby-Media.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study from a different research group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> compared learning from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos to learning from live interactions with parents in 12-to 18-month-old children. The infants in this study watched Baby Einstein videos several times a week for 4 weeks. In this study, the researchers compared three conditions: 1) watching the video alone, 2) watching the video with a parent and 3) not watching the video and the parent being asked to teach the words from the video during normal interactions. They found that children who watched the video (even those who watched it with their parents) did not learn any words from the video (they found no significant differences between children who watched the video and children who did not). However, in the condition where parents were instructed to teach the words over the course of normal interactions, the children did learn the words. Interestingly, parents were not great reporters of their children’s learning. Some parents reported that their children learned a lot of words but in actuality their performance was no better after watching the video. Instead the parents’ belief about how much their children learned was related to their liking of the video — parents who liked the video were more likely to think their children learned a lot from it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Interestingly, the Walt Disney company (which bought \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> in 2001) was asked by the Federal Trade Commission to remove the word “educational” from their marketing in 2006. Disney then issued a refund policy for all videos bought between 2004 and 2009 based on this research. To parents at the time, this seemed like an acknowledgement that the videos actually were not educational for babies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Despite the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos being designed to teach babies language, research consistently finds that children up to 25 months do \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> seem to learn language from these videos. Instead, babies only seem to learn language when taught by a parent in “real life.” Yet, parents who were fans of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> still reported that their children learned language from these videos. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 22px\">But Can Babies and Toddlers Learn from Any Type of TV Show?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You might be thinking at this point — but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is just one show. How do we know that babies can’t learn from any type of baby media? A long line of research has consistently found that infants and toddlers do not learn as well from video as from “real life” interactions. This phenomenon is referred to as the “video deficit” (\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096522001837#b0005\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Anderson & Pempek, 2005\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). The video deficit\u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.13429?casa_token=wMMjMv8OcF4AAAAA:LkHSWwGnD5MmvGprda4uNX5x4b3op-ZSwqih9ACT68qTEuLzJ8bKd8TO7VCBTW25qvYK-deT20d4Ozg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> seems to last until about age 3, although it very gradually becomes less severe with age.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A classic example of the video deficit is the inability of infants to learn foreign language from video. In one \u003c/span>\u003ca href=\"https://www.pnas.org/doi/full/10.1073/pnas.1532872100\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, researchers exposed English-speaking 9-month-old infants to Mandarin Chinese through one of three methods: 1) a live speaker, 2) the same speaker on a video or 3) an audio recording. The infants show no evidence of learning from either the video or audio recording, but only from the live speaker.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The video deficit occurs for both language learning and other types of learning. For example, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-7687.00280?casa_token=uMzCqki1Pc8AAAAA:5A1I7tnvmwekjwjckW-GYCIGCJWVFSwvkizYPx7BZVKiKSZdGjhrzMvlxSlfo__58B9zWxA_iaDlfNM\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a two-year old child cannot find an object in a room after they watch an experimenter hide it on a live video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> yet they can easily find the object when they watch the experimenter hide it in “real life.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In terms of language learning, research finds that \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/j.1467-8624.2009.01338.x?casa_token=xpb5dLwch98AAAAA:BqWzZGNa_nHk4h20iL7qzqnb5_QSkfLr6XFEDH-cPehTaXM-0TiemzdFG_wdiC0reSvIl1nROcfzgDg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children younger than 36 months show no evidence of learning new words from video alone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02195/full#B16.\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">This occurs even when the speaker seems to be responsive to the child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as saying their name and waiting for the child to pay attention before speaking and pausing if they become distracted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: A long line of research shows that babies and toddlers do not learn language from video, even when the speaker seems to be interacting with the child. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 22px\">But Is Ms. Rachel Different? \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents at this point who are fans of Ms. Rachel might be thinking “But Ms. Rachel is different than these other ‘baby shows’ — she talks directly to children and uses more interactive strategies to help them learn language.” And I think most experts would agree that Ms. Rachel uses a lot of techniques that we know help to enhance language learning during real-life interactions, such as Parentese (translation: the slightly annoying voice we naturally use to talk to babies), gestures (translation: pointing and using hand movements), pausing to allow responses and social referencing (translation: using eye movements and gestures to show what you are referring to). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, we do not have sufficient evidence that these strategies work on video, and the research we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> have suggests that these strategies may not be enough to help children to overcome the video deficit. For example, research suggests that the strategies Ms. Rachel uses, such as making eye contact with children, smiling at the audience and pausing before speaking, may \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0022096517304587\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">make children more likely to respond to the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but not effectively learn from the video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">is\u003c/span>\u003c/i> \u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.12430?casa_token=ghgTZY5uP9IAAAAA:3HlBivhGZj0HGrgXHnlG8S6Yqp6R8tCEQDG2BVqSnBvGNsapNwVGbQEsaiOq4FUcMe41PXBxO3n5GG8\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">some evidence that children learn more from screen time that is truly interactive and responsive, such as video chat or FaceTime\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. So, based on this research, parents may assume that young children will be easily “tricked” into thinking that an interactive video like Ms. Rachel is the same as FaceTime. However, young children are actually very sensitive to how responsive and interactive a video is, and \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Daniel-Stahl-3/publication/38140157_Sensitivity_to_interpersonal_timing_at_3_and_6_months_of_age/links/09e415064337db2725000000/Sensitivity-to-interpersonal-timing-at-3-and-6-months-of-age.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">even 3-month-old infants can tell when there is even a one-second delay in responding.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, more recent research suggests that there may be a subtle video deficit even with video chat/FaceTime (see \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.13429?casa_token=GP-CQnwSkjkAAAAA:Tj7HSDIANDjwQvlGzUTaDHxXuSVHnFPesU_w2nR_6gKU1FG7THNqQ7u0cdKng1fxN0GbikB5aDrlHw8\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for review). \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096517304587?casa_token=gk0y04eTTLMAAAAA:lmDolC8OpiXo9Vz53OAdHSH6TAZt_HERpvjB8cIDYwxgSOjFauzpbw1QsPg8n1J6RmKC1O4R\">\u003cspan style=\"font-weight: 400\">One study \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">involving 30-month-olds found no evidence for word learning when a researcher used a very similar approach to Ms. Rachel (singing songs, asking questions and pausing for response). The video deficit was even present when the researcher was on video chat and thus being more responsive to the toddler than any TV show could be. The toddlers only learned when their parents modeled how to respond to the video. (This research also suggests that you should FaceTime or Zoom with your toddler to help them understand even this more interactive screen time). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason that parents believe that Ms Rachel is a higher quality show is because of the slower pace of her show. Yet, the research is mixed as to whether the pace of a television show really matters. More recent research involving preschoolers (about 3 to 4 years old) finds no impact of fast-paced shows on\u003c/span>\u003ca href=\"https://eprints.staffs.ac.uk/6832/3/Watching_TV_in_a_home_environment.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> children’s ability to concentrate or learn from the show\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://psycnet.apa.org/manuscript/2015-13571-001.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive functioning.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: We have no evidence that the techniques that Ms. Rachel uses are enough to overcome the video deficit and allow young children to learn from her videos. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Why Does It Seem Like My Child Has Learned Words From Watching Ms. Rachel or Other “Educational” Shows? \u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, it is possible that your child has learned new words from Ms. Rachel. Research is always imperfect and, even in the best case scenario, usually only tells us what we can expect for the average child. However, it is also very common for infants and toddlers to experience\u003c/span>\u003ca href=\"http://media06.euv-frankfurt-o.de/Literatur/Goldfield_1990%5B1%5D.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> leaps or “growth spurts” in language development when they seem to learn a lot of words at once\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These leaps or growth spots may just happen to coincide with watching a particular show and your child may be experiencing a growth spurt in language that is unrelated to screen time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, research suggests that, even if children seem to learn a word from a television show, they are also less likely to be able to generalize it to a different situation (see \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.12166?casa_token=M3oTt2z0idMAAAAA:E8Yst3X190g0Nak76Ks5MjmFae8Fr4muwHXT0RfE6h4Mb30XJhtE_5gytlOn9TmLSRNOhk5GJEn4xrk\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/15213260903562917?casa_token=fGNIdq3IzdMAAAAA:1frnAO_ztaXCsHovLwAlXc0_uNyGcyTDYFA2WIorW5Oi0FmXINRjTLMJ7P6AXxH3YiTihwNmdw0a\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), meaning they may not actually be able to use the word to communicate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Your child’s language growth may be unrelated to screen time and, even if your child is repeating the words that they hear on TV shows, it doesn’t mean that they will be able to use that word to communicate in different situations. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Is There Anything I Can Do To Enhance Learning? \u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all live in the real world and occasionally may need to use baby media. So is there anything parents can do to enhance learning? What may matter more than anything for young children may be \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">what parents are doing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> while their children watch a screen. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, parents can talk to their child while they are watching (asking questions, labeling items and having back-and forth conversations about what they see). Research finds that infants pay more attention to the screen \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1080/15250000701779378?casa_token=aFjAqxaVrcQAAAAA:UnXKmEn9NzTnPR-wzW7e8TrJVC0ISYjzlP4kCaqRr9Kq9tLQccv2qPn1XReVGxN2LVgUxN7EwGPBYnM\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">when parents ask questions and label what they see \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">or \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1532-7078.2009.00013.x?casa_token=CiJ86Hw72mEAAAAA:8FEvXsc33AYGGIkaP7qjph3jHWfCHIuNRtQg-wVjYR21jCiUWF-NDTjgO8VK49H0cD2p-N5CSJc5_Dg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have back-and-forth conversations about what they see on the screen.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another strategy that can help children to overcome the video deficit is modeling responses to the person on the screen, as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096517304587?casa_token=gk0y04eTTLMAAAAA:lmDolC8OpiXo9Vz53OAdHSH6TAZt_HERpvjB8cIDYwxgSOjFauzpbw1QsPg8n1J6RmKC1O4R\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">suggests that when parents model how to respond to the video, 30-month-olds can learn words from the video. For example, if Ms. Rachel asks a question, respond to it yourself, or when she says “clap,” then model clapping. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, it is important to remember that simply watching with your child may not be enough to overcome the video deficit. Rather, parents may need to engage in active teaching to help children to overcome it. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1002/icd.713?casa_token=VdCWM-M6OCkAAAAA:7GOYRuc9K5V2Joh5Fb8-H8_hsyoWrBuEHTSJxeNd7JMed8WDpHfWKzUT2UtKCczcEciOIQ8juPN80b4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that infants and toddlers may only learn words when the parents are actively focused on frequent teaching opportunities during viewing, such as labeling most items on the screen and highlighting the language their child doesn’t know yet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, this is not a perfect solution and infants will likely learn more from real life interactions. Also, as parents, we often use screens at times when we need our children to be occupied so we can do an important task or simply take a break. Therefore, actively teaching during screen time may not be possible. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Interacting with your child and the person on the screen may help your child to learn more from screen time. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Overall Translation\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most parents occasionally use baby media and there is no reason to feel guilty about this occasional use. We have no evidence that occasional use of baby media has any negative impacts on your child’s brain development. The real problem with baby media is not this type of occasional use, but when it is marketed as a method for promoting development when we have evidence that babies and toddlers do not learn from video. For example, \u003c/span>\u003ca href=\"https://www.today.com/parents/family/who-is-ms-rachel-rcna60194\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Ms. Rachel suggesting on the “Today” show\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that her shows may help a child with a language delay is a serious cause for concern, since parents may choose the easier route of turning on her show over the approaches that are actually effective for addressing a language delay, such as speech-language therapy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you need to keep your infant or toddler safe and occupied for a few minutes, such as while you care for another child or make dinner, Ms. Rachel and other baby media might be a good choice for you. I remember turning on “Little Baby Bum” for my children in the car when they were screaming their heads off and I was worried I would get into an accident trying to soothe them. However, it is important to keep in mind that Ms. Rachel or other baby media is unlikely to advance your child’s language or development in any way. In other words, there is nothing wrong with parents seeking occasional distraction or entertainment for their infants, but parents should not view television shows as ways to improve language or teach children new skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are concerned about your child’s language development, seek out your local early intervention services or speech-language pathologist. These providers should be able to provide an evaluation to determine whether your child’s speech is delayed and, if needed, evidence-based services to improve your child’s language.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>All Parenting Translator newsletters are reviewed by experts in the topic to make sure that they are as helpful and as accurate for parents as possible. This post was reviewed by Jacqueline Nesi, PhD, a clinical psychologist and professor of psychiatry at Brown University. Nesi is the author of \u003ca href=\"https://technosapiens.substack.com/\" target=\"_blank\" rel=\"noopener\">Techno Sapiens\u003c/a>, a weekly newsletter with research-backed tips for living and parenting in the digital age.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60988/can-babies-learn-from-ms-rachel-and-other-baby-tv-shows","authors":["byline_mindshift_60988"],"categories":["mindshift_21504","mindshift_21385"],"tags":["mindshift_21564","mindshift_20720","mindshift_21414","mindshift_21563","mindshift_20568","mindshift_21706","mindshift_290","mindshift_20816","mindshift_21705","mindshift_433"],"featImg":"mindshift_61133","label":"mindshift"},"mindshift_10299":{"type":"posts","id":"mindshift_10299","meta":{"index":"posts_1591205157","site":"mindshift","id":"10299","score":null,"sort":[1302303655000]},"guestAuthors":[],"slug":"sorry-video-games-tv-still-reins-as-kids-favorite-media","title":"Sorry Video Games: TV Still Reigns as Kids' Favorite Media","publishDate":1302303655,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-10333\" href=\"http://ww2.kqed.org/mindshift/2011/04/sorry-video-games-tv-still-reins-as-kids-favorite-media/jack-mia-costume_016/\">\u003cimg class=\"size-medium wp-image-10333\" title=\"JACK-MIA-COSTUME_016\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/tv-300x201.jpg\" alt=\"\" width=\"300\" height=\"201\">\u003c/a>\u003c/p>\n\u003cp>Mobile phones, the Internet, and video games might be growing in popularity with kids, but according to one report, the trusty television is still the predominant media of choice.\u003c/p>\n\u003cp>“Even as technology evolves and young children increasingly turn to games and mobile media, they still love television best.” The statement comes from \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-28.html\">\"Always Connected,\" \u003c/a>a recent report from the \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-28.html\">Joan Ganz Cooney Center\u003c/a>, which reviewed seven recent studies (some of them never before released), and provides a comprehensive look at the implications of media exposure and use.\u003c/p>\n\u003cp>Kids age 8-10 watch 3.5 hours of television everyday. \"Although computer and Internet use are rising, they are still just a fraction of children’s overall media use, and nowhere near the amount of time spent with television.\"\u003c/p>\n\u003cp>In one example illustrated in the report, an 8-year-old named Gabriela watches Disney shows after school for 45 minutes, works on her homework while watching \"Oprah,\" and after dinner, watches the Discovery Channel and other shows with her parents, easily adding up to three or more hours per day.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I asked the authors of the study, Dr. Lori Takeuchi, Dr. Jennifer Kotler, along with the center's executive director Dr. Michael Levine, some questions to help put the study into context.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What's the implication of children ages 8-10 spending 3.5 hours watching TV everyday? How is watching television different from playing games online, whether on a laptop or on a mobile device?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. It depends. The jury is still largely out about whether interactive game play is better than TV or vice versa. One could argue that the interactivity that these newer formats offer are \"better\" for kids than the lean-back nature of TV watching. Research has shown that both TV and video can provide experiences that are educational as well as harmful depending on the kind of content to which children have been exposed.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Kids are certainly better off watching high-quality, educational TV shows than playing video games that are either age inappropriate or which offer no educational value. The research on the educational benefits of video games is beginning to build, but risks are still well described in the research literature, especially around violent content. Intriguingly even some of the offensive play mechanics associated with some video games may be able to be turned around if placed in the right context. Recent research by neuroscientists such as Dr. Daphne Bevalier at the University of Rochester has shown that \u003cstrong>playing first-person shooter games can improve players' number sense (and consequently mathematical achievement). Others have shown that online multi-player games like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft \u003c/a>can improve teamwork and collaboration skills.\u003c/strong> And a study by the Mayo Clinic demonstrated the benefits of playing physical action games such as Dance Dance Revolution in developing healthy exercise habits for kids. Much of this research, however has been conducted on older players (teens and older), so we're not certain if the same benefits will hold true with younger children. For a good review of the research on games, learning and health habits, readers might wish to read the Center's report, \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-18.html\">Game Changer\u003c/a>.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Why do you think kids 2 - 5 years old watch more TV than 6 - 11 year olds?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Younger children spend more time with television for the simple reason that they spend less time in school. Younger kids haven't yet developed the cognitive and physical capacities to interact with or manipulate what are, in essence, representational worlds. Simply watching these representational worlds is easier. Another reason younger kids aren't playing video games is because parents are more closely regulating their media consumption. They may worry more about little fingers breaking mobile devices/laptops than TV sets. Or believe that video games just aren't appropriate for their very young children.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How does children's media consumption change around age 8?\u003cbr>\n\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. The developmental readiness factor described above is responsive to this shift in media consumption. The new focus is also influenced by peer interactions inside schools and by parents' loosening of the controls on the more sophisticated and costly technologies that allow independent game play and early use of mobile devices.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cem>\u003cstrong>Q. Do you think this will change once younger kids spend more time with mobile games?\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cem>\u003cstrong> \u003c/strong>\u003c/em> In the next few years, our trends data and that of other researchers indicates that more young children will be likely spending more time with interactive media at younger ages. There will however continue to be developmental and parental factors that make it less likely to ever rival the kind of use of older children. But who knows: one day children might literally be wired for learning from birth.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. \u003c/strong>\u003cstrong>When we talk about kids using 8 hours of media everyday, should all media be clumped into one category?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. No, it is useful to break out the categories of media consumption just as the Kaiser Family Foundation and the recent Cooney Center/Sesame Workshop study did. That way we have a more fine grained sense of which types of media are gaining currency and which types of media multitasking behaviors are underway. For example listening to an iPod while playing a videogame is a different experience from watching television while surfing the internet.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Which specific apps or media do you recommend for parents who want to interact with kids while they're using media?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">We don't recommend specific apps that promote \"coviewing\" among kids and adults, but tablets such as iPads do appear to hold potential as an intergenerational learning platform given the ease with which kids and parents can mutually view and interact on them. iPad apps that are like board games look especially promising, as do electronic books that come on this format. TV console-based games such the Wii and other gesture-based systems such as the Kinect game system are also appealing to both generations. However there's a need for more games that are both educational and possess intergenerational appeal -- like Sesame Street the TV show!\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1302365972,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1018},"headData":{"title":"Sorry Video Games: TV Still Reigns as Kids' Favorite Media | KQED","description":"Mobile phones, the Internet, and video games might be growing in popularity with kids, but according to one report, the trusty television is still the predominant media of choice. “Even as technology evolves and young children increasingly turn to games and mobile media, they still love television best.” The statement comes from "Always Connected," a","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Sorry Video Games: TV Still Reigns as Kids' Favorite Media","datePublished":"2011-04-08T23:00:55.000Z","dateModified":"2011-04-09T16:19:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"10299 http://blogs.kqed.org/mindshift/?p=10299","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/08/sorry-video-games-tv-still-reins-as-kids-favorite-media/","disqusTitle":"Sorry Video Games: TV Still Reigns as Kids' Favorite Media","path":"/mindshift/10299/sorry-video-games-tv-still-reins-as-kids-favorite-media","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-10333\" href=\"http://ww2.kqed.org/mindshift/2011/04/sorry-video-games-tv-still-reins-as-kids-favorite-media/jack-mia-costume_016/\">\u003cimg class=\"size-medium wp-image-10333\" title=\"JACK-MIA-COSTUME_016\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/tv-300x201.jpg\" alt=\"\" width=\"300\" height=\"201\">\u003c/a>\u003c/p>\n\u003cp>Mobile phones, the Internet, and video games might be growing in popularity with kids, but according to one report, the trusty television is still the predominant media of choice.\u003c/p>\n\u003cp>“Even as technology evolves and young children increasingly turn to games and mobile media, they still love television best.” The statement comes from \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-28.html\">\"Always Connected,\" \u003c/a>a recent report from the \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-28.html\">Joan Ganz Cooney Center\u003c/a>, which reviewed seven recent studies (some of them never before released), and provides a comprehensive look at the implications of media exposure and use.\u003c/p>\n\u003cp>Kids age 8-10 watch 3.5 hours of television everyday. \"Although computer and Internet use are rising, they are still just a fraction of children’s overall media use, and nowhere near the amount of time spent with television.\"\u003c/p>\n\u003cp>In one example illustrated in the report, an 8-year-old named Gabriela watches Disney shows after school for 45 minutes, works on her homework while watching \"Oprah,\" and after dinner, watches the Discovery Channel and other shows with her parents, easily adding up to three or more hours per day.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I asked the authors of the study, Dr. Lori Takeuchi, Dr. Jennifer Kotler, along with the center's executive director Dr. Michael Levine, some questions to help put the study into context.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What's the implication of children ages 8-10 spending 3.5 hours watching TV everyday? How is watching television different from playing games online, whether on a laptop or on a mobile device?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. It depends. The jury is still largely out about whether interactive game play is better than TV or vice versa. One could argue that the interactivity that these newer formats offer are \"better\" for kids than the lean-back nature of TV watching. Research has shown that both TV and video can provide experiences that are educational as well as harmful depending on the kind of content to which children have been exposed.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Kids are certainly better off watching high-quality, educational TV shows than playing video games that are either age inappropriate or which offer no educational value. The research on the educational benefits of video games is beginning to build, but risks are still well described in the research literature, especially around violent content. Intriguingly even some of the offensive play mechanics associated with some video games may be able to be turned around if placed in the right context. Recent research by neuroscientists such as Dr. Daphne Bevalier at the University of Rochester has shown that \u003cstrong>playing first-person shooter games can improve players' number sense (and consequently mathematical achievement). Others have shown that online multi-player games like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft \u003c/a>can improve teamwork and collaboration skills.\u003c/strong> And a study by the Mayo Clinic demonstrated the benefits of playing physical action games such as Dance Dance Revolution in developing healthy exercise habits for kids. Much of this research, however has been conducted on older players (teens and older), so we're not certain if the same benefits will hold true with younger children. For a good review of the research on games, learning and health habits, readers might wish to read the Center's report, \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-18.html\">Game Changer\u003c/a>.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Why do you think kids 2 - 5 years old watch more TV than 6 - 11 year olds?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Younger children spend more time with television for the simple reason that they spend less time in school. Younger kids haven't yet developed the cognitive and physical capacities to interact with or manipulate what are, in essence, representational worlds. Simply watching these representational worlds is easier. Another reason younger kids aren't playing video games is because parents are more closely regulating their media consumption. They may worry more about little fingers breaking mobile devices/laptops than TV sets. Or believe that video games just aren't appropriate for their very young children.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How does children's media consumption change around age 8?\u003cbr>\n\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. The developmental readiness factor described above is responsive to this shift in media consumption. The new focus is also influenced by peer interactions inside schools and by parents' loosening of the controls on the more sophisticated and costly technologies that allow independent game play and early use of mobile devices.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cem>\u003cstrong>Q. Do you think this will change once younger kids spend more time with mobile games?\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cem>\u003cstrong> \u003c/strong>\u003c/em> In the next few years, our trends data and that of other researchers indicates that more young children will be likely spending more time with interactive media at younger ages. There will however continue to be developmental and parental factors that make it less likely to ever rival the kind of use of older children. But who knows: one day children might literally be wired for learning from birth.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. \u003c/strong>\u003cstrong>When we talk about kids using 8 hours of media everyday, should all media be clumped into one category?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. No, it is useful to break out the categories of media consumption just as the Kaiser Family Foundation and the recent Cooney Center/Sesame Workshop study did. That way we have a more fine grained sense of which types of media are gaining currency and which types of media multitasking behaviors are underway. For example listening to an iPod while playing a videogame is a different experience from watching television while surfing the internet.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Which specific apps or media do you recommend for parents who want to interact with kids while they're using media?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">We don't recommend specific apps that promote \"coviewing\" among kids and adults, but tablets such as iPads do appear to hold potential as an intergenerational learning platform given the ease with which kids and parents can mutually view and interact on them. iPad apps that are like board games look especially promising, as do electronic books that come on this format. TV console-based games such the Wii and other gesture-based systems such as the Kinect game system are also appealing to both generations. However there's a need for more games that are both educational and possess intergenerational appeal -- like Sesame Street the TV show!\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/10299/sorry-video-games-tv-still-reins-as-kids-favorite-media","authors":["180"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_200","mindshift_243","mindshift_433"],"featImg":"mindshift_10333","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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