Joint Attention in Preschool Children: Is it a Meaningful Measure?
Lisa Sullivan*, Peter Mundy and Ann M. Mastergeorge
Learning and Mind Sciences, University of California 1130 Barkley St. Davis, CA 95616, USA
- *Corresponding Author:
- Lisa Sullivan
Learning and Mind Sciences
University of California 1130 Barkley St. Davis
CA 95616, USA
Tel: + 530-752-2809
E-mail: [email protected]
Received Date: November 19, 2014; Accepted Date: March 31, 2015; Published Date: April 02, 2015
Citation: Sullivan L, Mundy P, Mastergeorge AM (2015) Joint Attention in Preschool Children: Is it a Meaningful Measure?. Int J Sch Cog Psychol 2:120. doi:10.4172/1234-3425.1000120
Copyright: © 2015 Lisa S, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The goal of this study was to evaluate the degree to which measuring joint attention an aspect of social attention, is meaningful for the learning and development of preschool children. Joint attention refers to the executive capacity to coordinate visual attention with another person. This pivotal skill begins to develop from 6 to 18 months of age and continues to be refined and coordinated throughout individual developmental trajectories. In this study joint attention was measured in forty-three 4 to 5-year-olds asked to coordinate their attention with that of an unfamiliar adult during a social attention word learning task. The results revealed that there were individual differences in joint attention for children in this age group which suggests that this may be a meaningful construct to measure. These data contribute to a small but growing literature on the potential utility of joint attention theory and measurement in preschool aged children to further our understanding of social attention coordination in classroom contexts.