Some statistics and information from the 2008 book Parenting, Inc.:

"A nationally representative study from the 1990s found that only 17 percent of children under one were watching television and fewer than half of children between the ages of one and two watched. In a 2006 study of 1,009 parents, 40 percent of babies were watching TV or DVDs/videos by three months; the average baby started watching videos at six months and regular television at ten months." Source: Parenting, Inc., p. 142

"Knowing that television viewing by children under the age of three is associated with reduced reading scores on tests that measure reading recognition, reading comprehension, and memory makes these statistics all the more alarming. Surveys show that children six and under spend three times more time in front of a TV, computer, or video game each day than they do reading." (p. 143)

Today [2008], a Baby Einstein DVD retails for $19.99, and those aimed at children under two account for $1 billion in sales." (p. 120)

"In a 2004 survey by the nonprofit Zero to Three, 82 percent of parents were comfortable or very comfortable with children under two watching television, and 89 percent were satisfied with the quality of available videos. By the age of twenty-four months, 90 percent of babies are regularly watching TV, DVDs, and videos for an average of an hour and a half per day. When asked in a nationwide study why they exposed their babies to media under the age of two, despite explicit warnings against it from the medical profession, parents said 'education.'" (p. 126)

"A 2005 study of 1,000 children published in Archives of Pediatrics found that children who watch TV before age three have lower cognitive scores at age seven." (p. 131)
"For each additional hour of daily TV viewing before age three, the chances of having attentional problems increased 10 percent; a child who watched two hours a day on average was 20 percent more likely to have attention problems." (p. 131)

"Studies show that high levels of television viewing before age three are associated with subsequent bullying, and impaired reading and mathematical proficiency. A 2006 study in Pediatrics found that the more television children under five watch, the less likely they are to engage in creative play." (p. 130)

"According to Dimitri Christakis, the director of the Child Health Institute at the University of Washington, overstimulation is damaging to the developing mind. The brain's orienting reflex, first described by Ivan Pavlov (of the famous dog), is triggered when a baby hears a strange sight or sound: He can't help but focus. Rapidly changing colors, sounds, and motions force a baby's brain to stay at attention. Each time her gaze might wander, action rivets her mind back to the screen. [...] Parents say, 'My child can't stop looking at it! She Loves it!' Christakis said. 'Well, true, she can't stop looking at it, but that does not mean she loves it.'"

"A 2007 study by Christakis, Meltzoff, and their colleague Frederick Zimmerman found that for every hour per day spent watching baby DVDs and videos, infants understand an average of six to eight fewer words than infants who did not watch them. Not surprisingly, the American Academy of Pediatrics recommends no television viewing before age two-- a fact of which only 6 percent of parents are aware, even though the warning was established in 1999." (p. 132)

"While certain types of media exposure can be beneficial to three- and four-year-olds--the best example is Sesame Street, which has been shown in reliable studies to help some preschoolers with learning skills--there is no evidence that exposure before that age is a good idea and plenty to suggest that it's harmful. In fact, watching even Sesame Street before age two is associated with delayed language..." (p. 133)

"In an experiment conducted by a Georgetown University researcher, parents were explicitly told that videos were to be shown to their babies in order to determine whether or not babies could learn from TV and videos. Many of the parents then told the researcher that they had already read research supporter the videos' educational value. But they couldn't possibly have done so--no such research exists. Parents have clearly absorbed the advertising and marketing messages implying educational value and assumed there was proof behind the promises. One thirty-three-year-old stay-at-home mom told me she tried to get her son to watch educational television, but he just didn't seem interested, and she would try out Baby Einstein DVDs instead if they weren't so expensive. 'I Personally think it helps them with speech, learning to say words, and the alphabet,' she said." (p. 134)

"Patricia Kuhl, who studies language acquisition at the University of Washington, conducted an experiment in which a native Mandarin speaker played with a group of babies for an hour a day while speaking Chinese. Through laboratory testing, she found that babies were subsequently able to recognize Mandarin sounds. But not one of the three control groups-- a set of babies who saw the Chinese speaker play with babies on a video, another group who listened to an audio recording of the Chinese woman playing, and a third group who had no exposure to the Chinese speaker-- were able to distinguish Mandarin sounds from English ones. It turns out that in order for a baby to learn a foreign language, a foreign-language-speaking human being needs to be present." (p. 122)

"In one study of two-and-a-half-year-olds, it took six viewings of a video to accomplish what a single live demonstration could do with simple-step operations like removing a mitten or playing with a puppet, a gap that has come to be known as the video deficit. Research has also suggested that while children can learn new words from watching TV, videos are less effective than live experiences, particularly for viewers under two." (p. 131)

"A 2005 study in American Behavioral Scientist concluded, 'Although the experimental studies are still few, they are remarkably consistent in indicating a video deficit for children 24 months and younger. Although there is some learning indicated by some of the studies, the learning is dramatically less than found for equivalent live displays.'" (p. 124)