Consistency and Variability in Multimodal Parent-Child Social Interaction: An At-Home Study Using Head-Mounted Eye Trackers

• Published in: Developmental psychology 2024-08, Vol.60 (8), p.1432-1446
• Main Authors: Schroer, Sara E., Peters, Ryan E., Yu, Chen
• Format: Article
• Language: English
• Subjects: Attention; Behavior; Children; Coordination; Correspondence Study; Dyads; Families & family life; Female; Home Study; Human; Interpersonal Relationship; Joint attention; Laboratories; Male; Middle class; Naming; Parent Child Communication; Parents; Parents & parenting; Social Interaction; Toddlers; Variability; Visual Attention; Visual Tracking; Young Children
• ISSN: 0012-1649; 1939-0599; 1939-0599
• DOI: 10.1037/dev0001756

Real-time attention coordination in parent-toddler dyads is often studied in tightly controlled laboratory settings. These studies have demonstrated the importance of joint attention in scaffolding the development of attention and the types of dyadic behaviors that support early language learning. Little is known about how often these behaviors occur in toddlers' everyday lives. We brought wireless head-mounted eye trackers to families' homes to study the moment-to-moment patterns of toddlers' and parents' visual attention and manual activity in daily routines. Our sample consisted of English- and Spanish-speaking families who all reported being middle- or upper middle-class. Toddlers were 2 to 3 years old. Consistent with the findings from previous laboratory studies, we found variability in how frequently toddlers attended to named objects in two everyday activities-Object Play and Mealtime. We then tested whether parent-toddler joint attention in the seconds before a naming utterance increased toddler's attention on the named object. We found that joint attention accompanied by the attended object being held increased the child's attention to the labeled object during naming. We posit that in the rich, noisy world of toddlers' everyday lives, embodied attention plays a critical role in coordinating dyadic behaviors and creating informative naming moments. Our findings highlight the importance of studying toddlers' natural behavior in the real world. Public Significance Statement This study used eye-tracking glasses to measure toddler and parent attention at home and to test whether findings from laboratory tasks matter in the real world. Toddlers' attention to an object while it is named by their parent is thought to be important for word learning. We found that toddlers' attention to a named object increases when they and their parent coordinate their attention to held objects, supporting previous lab-based work.