Editing techniques enable audiovisual producers to merge viewpoints of a single subject and condense time and space between scenes, leading to more engaging videos. However, for content aimed at young children, these techniques may compromise intelligibility if not correctly understood, thus posing a risk to the overall learning experience. This study investigates the impact of first-order editing techniques and various shot types on the effectiveness of educational videos for preschool children, comparing edited videos with continuous, unedited shots. A total of 92 Portuguese preschool children participated. Results showed no significant difference in learning outcomes between unedited videos (continuous shots) and edited videos (diverse shot types, such as wider and closer shots), with both groups demonstrating high success rates. These findings suggest that the cognitive load related to processing first-order editing techniques and different shot sizes does not hinder learning experiences. The study also highlights the importance of early exposure to audiovisual content in enhancing media sign literacy and promoting a better understanding of editing techniques. Our research supports the notion that preschool children can process and integrate first-order editing techniques and various shot types, thus enabling effective learning from edited videos when crucial visual information is centered on the screen. Future research should further explore the relationship between the comprehension of editing techniques and the level of exposure of children to audiovisual media across different content types.