What should I inspect before using captions?
Turn captions on and watch enough of the episode to assess the timing and text. Notice whether words arrive with the speaker, whether lines disappear too quickly, and whether text covers something the viewer needs to see. On a small phone, an arrangement that worked on a television may be difficult to read. If caption controls offer size or contrast adjustments, test them with the person who will watch rather than choosing what looks neat to you.
What kinds of mistakes matter most?
Pay attention to names, numbers, unfamiliar vocabulary, and procedural instructions. An incorrect word in a joke may change the meaning; an incorrect quantity in a tutorial may change the activity. Use another reliable source for instructions that affect a practical decision. Captions should not be treated as a verified transcript merely because the player offers them. If the available text is confusing, another upload or another explanation may serve the family better.
How do we decide whether to leave them on?
Ask the viewer directly and allow preferences to vary by situation. Someone may prefer captions in a noisy room but not for a visually dense demonstration. Avoid claims that captions guarantee learning or that every child should use them in the same way. For accessibility needs, choose content and devices that support the person rather than asking them to tolerate an unsuitable presentation. Recheck the setup when the device, language, episode format, or viewer changes.