Abstract
Young children find it challenging to use video for learning. Infants learn to navigate the conflicting perceptual cues that make video look both similar to and distinct from reality, with social support helping them learn to take a “referential stance” toward 2D images. Toddlers' developing concept of the distinction between video and reality appears to affect their learning from the medium. Both experience with video's capacity to represent ongoing events and active parental co-viewing help children learn to use video-presented information. Now and in the future, the development of children's digital literacy may be affected by the broad adoption of interactive digital technology. The affordances of video chat, touchscreens, artificial intelligence, and virtual reality may change how children understand and learn from video.
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