Watching Ms. Rachel: How To Advise Parents of Infants and Toddlers

Question: What advice do you have for parents when they say that their child is watching Miss Rachel when the child is under 2? Do we recommend it’s okay because it’s educational?

Who is Ms. Rachel?  

Ms. Rachel is a popular YouTube influencer who makes videos for infants and young children. She has masters degrees in early childhood development and music education and often guides youth through sing-along activities with a focus on developing stronger speech, language, and social emotional skills.  

Although there is no published research on Ms. Rachel videos, her approach does include several elements that help young children learn from media, like having clear learning goals, no “bells and whistles” that distract from learning, teaching in a way young children understand (for example, pausing and letting children respond), and involving parents.   

Without other research specifically on Ms. Rachel to guide us, let’s take a look at what research tells us about media use among kids under 2 years old in general.  

Recommendations for media use for children under 2 

When it comes to guidance around infant screen usage, AAP’s new Digital Media Guidelines broadly recommend parents and caregivers limit screen time for infants, focus on co-viewing content together with their child, and ensure their screen time does not replace other educational and recreational activities, such as time for exploration, singing, talking, and being read to.  

What are the concerns about screen use under age 2?  

Inability to translate media into real-life knowledge 

Research shows that before 18-24 months of age, infants can’t learn from screens the same way they do from hands-on exploration and social interaction with parents/caregivers due to a “video deficit.” Because of their developing symbolic, memory, and attentional skills, it may be hard for infants to translate media they see on a computer screen to knowledge they can use in real life. 

However, research does demonstrate that well-designed educational content like Sesame Street may enhance cognitive, literacy, and social outcomes for children aged 3-5. In addition, meta-analyses show that watching higher-quality educational programs in early childhood is linked with better language outcomes, not developmental delays.   

Displacement or crowding out 

We also think about media use for this age group in terms of what other activities it’s replacing, or crowding out, especially during such an important developmental period.   

Studies have linked higher screen use for children under age 2 with delays in language, social communication skills, cognition, sleep problems, and less physical activity. (For more details about these studies, see our prior posts about early childhood screen use). 

Ads matter too

In addition to content, it’s important to examine how advertisements on YouTube might affect infants. Ads on YouTube are commonly placed as banners on videos or placed on the sidebar on the screen. They can also stream before one of Ms. Rachel's videos begins. Children’s attention may move to an ad instead of maintaining focus on Ms. Rachel’s content, leading them to reap fewer benefits from the video.  

Common Sense Media’s Young Kids and YouTube: How Ads, Toys, and Games Dominate Viewing analyzed data from 1,639 YouTube videos watched by 0- to 8-year-olds. Researchers found that: 

• Advertising was present in 95% of early childhood videos. 
• One in five videos had inappropriate ads (e.g. featured violent video games, sexual content, drugs/alcohol, political issues).  
• About 45% of videos promoted products for purchase – 22% of these videos were deemed “high in consumerism” for endorsing certain toys. YouTubers often promoted their own products or commonly featured branded merchandise.  

Co-viewing educational content 

Children younger than 2 learn best from exploring the world around them and playing with other children and adults, and they have a hard time understanding what they’re viewing on screens unless it’s explained by an adult. According to the AAP, beginning around 15 months of age, the primary driver in boosting infants’ learning from media is having a caregiver or parent watching with them, emphasizing specific points and teaching them through the content. Co-viewing, or watching Ms. Rachel with a parent/caregiver, offers the best skill-building opportunities. 

Tips for pediatricians 

• In addition to encouraging parents to co-view Ms. Rachel with their infants, check with them to ensure that these videos aren’t the only way kids are calming down. Singing, taking a walk outside, and reading time with caregivers are some of many calming strategies. 
• Ask what other activities (both educational and recreational) children are interested in. Make sure that their screen time isn’t crowding out play time and time spent outside. 
• Help parents build a Family Media Plan in order to construct predictable routines around media, better communicating what times of day and types of content children are allowed to watch. 
• Educate parents/caregivers about brain development in early childhood and the significance of open-ended play that isn’t in front of a screen.  

Helpful resources 

• The 5 Cs of Media Use – A mnemonic that can be used to talk to parents about kids and screens. They are: Child, Content, Calm, Crowding Out, and Communication. The 5 Cs resources include a series of five age-based handouts to give to parents at well-child visits
• Helping Kids Thrive in a Digital World – This HealthyChildren article explains the most recent AAP Digital Media Guidelines in a way that is easy for parents to understand. 
• Early Childhood Development and Screen Time Toolkit – The toolkit includes tip sheets for parents on co-viewing media with their child, how to find good content for young children, helping their child transition away from screens, and the 5 Cs of Media Use in early childhood. These tip sheets can be shared with parents at well child and other visits, and are available in English and Spanish. 
• “Are Some Types of Screen Time Better Than Others?” – An article by Common Sense Media that explores the “four C’s” of how to assess if media content is educational for children: Connection, Critical Thinking, Creativity, and Context. 
• “How Much Screen Time Is OK for My Kids?” –  An article by Common Sense Media that emphasizes how quality of media use is more important than setting a screen time limit  
• Parents’ Decision Guide to YouTube for Young Kids Infographic – Common Sense Media created a step-by-step guide with the University of Michigan to guide parents in navigating YouTube. 
• Choosing Media Content for Young Children Using the E-AIMS Model – Zero to Three offers a model to assess media based on whether programming is Engaging, Actively Involved, Meaningful, and Social. 

View our past related portal questions:

• Screen Time for Infants 
• Screen Time Limits for Young Children 
• Health Effects of Young Kids Being On Screens Too Long 
• Preferred Method of Screen Time/Selecting Best Shows/Games for Toddlers 
• Screening and Selecting Appropriate Content 
• Watching CoComelon and Guidance on Early Childhood Development 
• Reducing Screen Time for Toddlers 

Age: 2 

Topics: Miss Rachel, watching TV under 2 years old/in infancy, screen time under 2 years, educational TV, co-viewing 

Role: Clinician