The disordered flux of images and information kids witness on TV DOES help kids accept similarities and differeces and allows them to develop some increasingly sophisticated systems of ordering information. Yet this flux and disorder can become excessive. The resulting confusion delivers kids into the hands of the commercial 'supersystems' mentioned above. To put it another way, TV does foster new ideas of subjectivity as infinitely malleable and changeable, and this 'postmodern self' can be quite a liberating one for repressed adults. Less so for kids, perhaps,and anyway, sustained social life is not possible as a process of constant change and shift.
Commerce provides some sort of integration and stability.
Let's consider intertextuality . In some writers, the ability to interpret texts by reference to other texts 'called to mind' became one of the main guarantees of 'active viewing'. Professionals 'add value' to their products by making them as 'spin offs' from succesful films, for example, transferring some of the 'magic'of a Disney movie on to the highly-priced stuffed toy of one of the characters. The same argument applies to cross-genre pieces for Kinder. Generic distinctions were useful in helping kids develop their own classificatory systems, in moving from seeing programmes as 'ones with Kermit in them' to 'cartoons', for example.