Even a two-year-old can do it! The early stages of learning to understand moving-image media

Abstract

Film scholarship has consistently avoided discussing how we learn to understand the complex, multimodal systems of communication that moving-image media (referred to here as ‘movies’) have evolved into over the last 125 years. This article offers some reasons for this neglect: in particular, the popular assumption that movies are extremely easy to understand, and the relative lack of research on two-year-olds – the crucial phase in which this learning must take place. Drawing on a 20-month study of a pair of dizygotic twins, a vignette of their early viewing behaviour illustrates the features of focused attention which characterized their investment of energy in trying to make sense of movies. An analysis of this phenomenon, using concepts from embodied cognition, shows how instinctive responses relate to thought and reflection. Setting two-year-olds’ movie-watching within the wider contexts of story-reading, play and the enjoyment of repetition, the article provides evidence that such learning does take place and can be seen as a significant aspect of two-year-olds’ “entry into culture”.

Keywords

• embodied cognition
• moving-image media
• two-year-olds
• learning
• emotion
• viewing practices