Exploring Preschoolers’ Vocabulary and Knowledge Acquisition from Informational Video and Shared Reading

Although children frequently engage with digital media, their exposure to informational content such as documentaries remains limited. This exploratory study examined how preschoolers learn vocabulary and content knowledge from a child-friendly documentary presented through shared reading, video viewing, or both formats. Sixty 4- to 5-year-old children were randomly assigned to one of the three conditions. Children either experienced one format twice or both formats once. The book and video contained identical language; the book used static images, whereas the video featured animations and background music. Vocabulary and knowledge were assessed before and after children were read the book or shown the video. Research Findings: Controlling for pretest scores, no significant overall group differences emerged. However, significant interactions were found: children with lower baseline vocabulary showed greater gains in the video viewing group compared to shared reading, while children with higher baseline knowledge benefited more from video viewing than from the other conditions. Practice or Policy: These findings highlight how media format interacts with individual learner characteristics and suggest that informational videos may support vocabulary and knowledge development by interacting with children’s existing language and knowledge levels. Educators may consider incorporating high-quality informational videos strategically to support vocabulary and knowledge development, especially for children whose baseline skills may shape responsiveness to different instructional formats. Policymakers and curriculum designers should attend to learner characteristics when evaluating and selecting educational media for early childhood settings.