Unequal attention, unequal language support? Distinct insights from tracking visual attention and observing language-stimulating practices of preschool teachers

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Research Aims Professional development increasingly recognizes that equitable interaction requires awareness of implicit processes. This presentation integrates two complementary studies examining how preschool teachers allocate visual attention and language‑stimulating (LS) practices, and how individual child differences shape these processes. Relationship to previous research works High‑quality teacher-child interactions support language development (Levickis et al.,2023), yet most studies assess interaction quality at group level, obscuring which children actually receive these interactions (Kluczniok & Schmidt,2020). Although within‑classroom variation is documented (Peleman et al.,2020), implicit attention allocation and explicit LS practices are rarely discussed together. These two studies link both processes to children’s home language, language proficiency, and shyness. Theoretical and conceptual framework Both studies draw on the bioecological model (Bronfenbrenner & Morris,2006), conceptualizing interaction as co‑constructed and responsive to child characteristics. We integrate research on evocative effects (Nurmi & Kiuru,2015) and expectancy/bias (̇Inan-Kaya & Rubie-Davies,2022) to understand how individual child differences shape interaction patterns. Paradigm, methodology and methods Using video-observational designs and generalized linear mixed models, Study 1 analyzed teachers’ eye gaze through mobile eye‑tracking (50 teachers,250 children) and Study 2 examined LS interactions (167 teachers,658 children). Ethical Considerations Informed consent was obtained from teachers and parents. Video-observation data were limited to essential segments, securely stored, and anonymized during processing. Main finding or discussion We conclude that linguistically vulnerable children initially receive less attention, however, teachers subsequently provide more explicit LS support to these children. Shy children are at risk in both studies. Together, these results reveal complementary mechanisms of differential interaction. Implications, practice or policy Findings underscore the need for professional development that helps teachers recognize implicit allocation patterns and ensure equitable attention and LS opportunities.

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