This study examined the social-emotional content and the quality of social interactions depicted in a sample of 58 DVDs marketed towards infants and toddlers. Infant-directed videos rarely used social interactions between caregiver and child or between peers to present content. Even when videos explicitly targeted social-emotional content, correlations between educational claims and the actual content of the videos were modest at best. Similarly, other domain content (e.g. language skills) that is best learned through high-quality social interactions was typically depicted without social interactions. The results suggest that producers of infant-directed media are not applying developmental principles or research evidence in ways that take full advantage of developmentally appropriate interaction strategies to present their content. (Contains 4 tables.)