Parenting Journal · Volume 1 · Issue 1 · Licensed source edition
Developmental Relationships Between Early Vocabulary Acquisition, Joint Attention and Parental Supportive Behaviors
Originally published 2025-01-01 · Infancy
Wiley · DOI 10.1111/infa.70004 ↗
Editorial reading guide · Collaboration
How do shared attention and supportive interaction relate to a toddler’s growing vocabulary?
The paper examines shared attention and supportive parental behavior during early language development. It adds a preverbal and toddler perspective to collaboration.
Who was studied?
70 children and families in the REaL study in Uppsala, Sweden.
Age / stage: 10–24 months
Read with three questions
- How were joint attention, parental support, and vocabulary assessed?
- Which primary joint-attention effects were not significant?
- What did the interaction with parental supportive behavior suggest, and what remains uncertain?
Keep the limits in view
Primary joint-attention effects on later vocabulary were not significant. The small observational sample and parent-reported vocabulary limit causal claims and generalization.
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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Johan Wengman; Linda Forssman (2025). Developmental Relationships Between Early Vocabulary Acquisition, Joint Attention and Parental Supportive Behaviors Infancy. https://doi.org/10.1111/infa.70004
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.