NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1164477
Record Type: Journal
Publication Date: 2017-Dec
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1463-9491
Joint Attention in Infant-Toddler Early Childhood Programs: Its Dynamics and Potential for Collaborative Learning
Degotardi, Sheila
Contemporary Issues in Early Childhood, v18 n4 p409-421 Dec 2017
This article examines how joint attention episodes constitute a core feature of relational pedagogy for infants and toddlers. It draws on social interactionist approaches to language and cognitive development to propose that joint attention may afford significant current and future potential for young children's learning. However, most joint attention research has taken place within experimental settings, so current definitions of joint attention do not take into account the dynamic group-based nature of the infant-toddler room. In this article, the author presents findings from a study of the language environment of infant-toddler rooms to examine the characteristics of joint attention episodes as they naturally occurred in infant-toddler programs. The author illustrates how qualitatively different episodes of educator-infant joint attention support both language and cognitive development. In doing so, she proposes a theoretical model to represent the learning potential of these shared experiences with the aim of enhancing current understandings of what it means to learn collaboratively in infant-toddler group settings.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A