This book takes a radically new approach to the well-worn topic of children's relationship with the media, avoiding the 'risks and benefits' paradigm while examining very young children's interactions with film and television. The author proposes a refocus on the learning processes that children must go through in order to understand what they are watching on televisions, phones, or iPads. To demonstrate this, she offers unique insight from research done with her twin grandchildren starting from just before they were two years old, with analysis drawn from the field of embodied cognition to help identify minute behaviors and expressions as signals of emotions and thought processes. The book makes the case that all inquiry into early childhood movie-viewing should be based on the premise that learning-usually self-driven-is taking place throughout.