It can be useful, but it depends on how they are used. Research shows that young children learn far more from videos used interactively with an adult or teacher than from passive viewing. So video gains value when it is positioned not at the center of the lesson but as a tool that supports interaction with the teacher.
Detailed Explanation
The most accurate answer to this question is: video and cartoons are not "good" or "bad" on their own; what matters is how they are used. Used well, they can be a valuable teaching tool; used poorly, they can be merely a passive screen experience.
What the research says: the "video deficit" effect
Early-childhood research indicates that young children learn less readily from a screen than from live interaction; this is known in the literature as the "video deficit" effect. As a review published in Frontiers in Psychology emphasizes, young children's learning from screens remains quite limited without an adult's guidance. Similarly, Prof. Patricia Kuhl's work has shown that children learn the sounds of a language from live interaction, while learning does not occur when they hear the same content from video alone.
So why can video still be valuable?
Because the real message of this research is not "video is harmful" but "video alone is not enough." Video supports learning when it is watched together with a teacher or parent, talked about (co-viewing), and used interactively. In a good online lesson, video is a tool the teacher pauses to ask questions about, has the child repeat, and turns into a game — not a passive object to watch.
Content quality and screen-time balance
From a media-literacy standpoint, what matters alongside duration is the quality of the content. Institutions such as the American Academy of Pediatrics (AAP) recommend keeping screen time moderate for young children and prioritizing content choice, co-viewing, and conversation. In other words, high-quality, age-appropriate content that offers opportunities for interaction is far more valuable than passive video running in the background.
To use video effectively
- Rather than passive viewing, watch with the child and talk about it.
- Choose short, age-appropriate content with a clear learning goal.
- After watching, have the child sing the song, repeat the words, link it to play.
- Use video as a part that supports interaction, not the center of the lesson.
- Keep total screen time in view within the balance of the day.
Points to keep in mind
Letting video replace the live interaction with the teacher is undesirable at this age. When it becomes a tool that merely "keeps the child occupied," its learning value drops. If you notice that most of the lesson is given over to passive video watching, it's wise to talk with the teacher about increasing interaction.
Expert Note — Assoc. Prof. Sait Tüzel
My view of educational technology is clear: technology works when it is a tool that strengthens the teacher, not one that replaces them. Video should be judged in exactly this way at this age. A good video can be a bridge that moves the child from watching to participating; a poorly used video is just a screen.
Related Terms
- Video deficit: The phenomenon of young children learning less readily from a screen than from live interaction.
- Co-viewing: An adult watching together with the child and talking about the content.
- Media literacy: The ability to use digital content consciously, critically, and purposefully.
- Interactive content: Content that moves the child from viewer to responder and participant.
Sources
- American Psychological Association – "What do we really know about kids and screens?" (2020). Link
- Frontiers in Psychology – "Effects of screen exposure on young children's cognitive development: A review" (2022). Link
- University of Washington – "Social interaction plays key role in how infants learn language" (Patricia Kuhl, 2003). Link