Creating digital media for teenagers should take into consideration the importance of the “three Cs”: the child, the context of use and the content. According to Lisa Guernsey, director of the New America Foundation's Early Education Initiative, all three of these terms must be reflected in the targeting, application, and development of digital media for children. It could be considered that the basis of digital multimedia content for children should take into account the four stages of child development as stated by social constructivist Jean Piaget. Using active mediation and co-viewing, a child's parents and peers can participate in a child's experiences; The use of digital media in the context of learning can facilitate the understanding and processing of content in programming and advertising. When establishing digital media content training for a child, it is necessary to take into account the child's developing cognitive abilities, intelligence, and social-emotional needs. at different stages of development. Jean Piaget theorized that children go through four specific stages of learning: sensorimotor (from birth to two years), preoperational (from two to seven years), concrete operational (from seven to twelve years) and formal operational (from twelve years onwards ). ) (Marzzarella 65). The application of Piagetian theory, as it pertains to the creation of digital media for children, focuses primarily on the cognitive limitations of preoperational thinking in children under the age of five. Children in the preoperational phase have difficulty understanding the content of television (Marzzarella 66). When media producers develop a show for an audience of toddlers and preschoolers, they must take into account the child's inability to... middle of the paper... development, to distinguish the transition from programming to advertising. . Differentiating the transition from programming to commercials is simply the first step in understanding advertising. Without understanding this concept, a child at this stage of development is far from understanding the persuasive intent of advertising. Producers of children's digital media should attempt to create age-appropriate content by thoroughly understanding Piagetian theory and its developmental stages. If a child is unable to understand the content, a parent or peer should enforce co-viewing and help the child understand the multimedia programming. The use of co-viewing can also establish the child's ability to differentiate commercials from programming, thus removing the child from the clutches of the salient and formal features displayed in the advertisements..