‘Visual imaging’ is what we see on screen during a program, such as colours, objects, movement, and the shifting of scenes.  ‘Rapid’ of course refers to the speed or ‘pace’ of the visual imaging.  In the context of television and the very young, however, it means too fast for the developing brain – when you compare it to the pace at which life really unfolds. 

The term RVI is most commonly used to refer to all types of stimuli presented on screen.  This includes sounds, colours, information, voices, objects and movement. 

Scene shifting/jumping, object appearance and disappearance, voice-overs, and ‘multiple stimuli occurrences’ (all happening at the same time), are examples of how media might ‘deliver’ stimuli to a viewer. 

Many delivery techniques are used for entertainment value and are aimed at capturing and maintaining one’s attention well beyond their natural attention span.  A toddler’s natural attention span generally falls somewhere between several and 10 minutes.   According to experts, infants are particularly vulnerable to such media delivery methods due to their susceptibility to becoming literally locked into a program (‘mesmerisation’) through the provocation of their biological orienting reflexes. 


What are the concerns with RVI?
RVI has long been identified by experts as a negative media ingredient in infant’s television.  RVI gives rise to concerns from both educational and health perspectives, particularly for children under the age of 30 months.  Despite these concerns, Australian statistics show that today infants at just four months are watching an average of 44 minutes of television a day, building to two and a half hours by four years.

Educational concerns are that media delivery methods today are typically so inappropriately paced for an infant that they can completely negate the potential benefit of any ‘educational’ features offered.  This includes many programs advertised as being suitable for the very young.  How programs are delivered to young minds needs to be quite different to those appropriate for older children or adults. 

Health concerns exist due to the ‘plasticity’ of a child’s developing brain, particularly in its most formative years, ages 0-3.   The primary concerns, backed up by international research, are that RVI can overload a young brain and influence its developing attention systems such that it starts to ‘normalise’ unrealistic amounts of stimuli; providing a part-explanation for attention problems showing up later on in school.  

However - other research has shown that television has the potential to be of enormous value to children, when used in the right way.   This has lead experts and professional bodies such as the Royal Australasian College of Physicians to call for a ‘wisening up’ on television usage.  For further information, please see our links and resources section.

How are Bab-e-books® RVI-Free®?
Bab-e-books® are created using a new media delivery system (Minimedia®) based on extensive international research into the effects of early exposure to television. 

With the Minimedia® system, content and delivery timings are determined by looking at media through infant’s eyes, rather than an adult’s.

Minimedia® specifically regulates content so that it is delivered in a manner which ensures that infants and toddlers have an opportunity to properly process and digest what they see and hear.  This in turn promotes natural and constructive attention levels, offering healthier viewing and enhanced educational value. 

When watching an RVI-Free® Bab-e-books® program it is impossible not to notice how differently paced and structured the program is compared to typical modern day programs.  The contrast between many of today’s programs and Bab-e-books® is actually almost unbelievable yet until Bab-e-books®, experts had found no evidence that television was of any true educational value to children under the age of 2.

It is only now being fully appreciated that age-appropriate ‘content’ is but one factor to consider when choosing appropriate programs for the very young.  Equally as significant is how that content is delivered.  This too must be age-appropriate, eliminating the possibility of sensory overload and providing young developing minds with the true value that television in fact has to offer as an educational medium.   

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For tips and information on choosing an age-appropriate program or achieving the right ‘balance’ between television and other significant early developmental activities, please visit  Resources, FAQs or Products at www.minimedia.com.au.