Research suggests that parents play a critical role in introducing technology to their young children and that parent-child joint engagement with technology can improve learning and social outcomes. The present mixed-methods study extends the current literature by directly observing the interactions of 30 parents with their infant or toddler child (ages 12–24 months) while introducing and engaging with familiar and novel mobile technologies. Qualitative analysis of observations yielded five overarching themes that described key content of parent-child interactions. Subthemes further clarified the types of verbal interactions of the child and of the parent, as well as issues of control over the device, activities and selection choices, skill needs/supports, and interest in the interactions. Developmental milestones and parental surveys contributed to the understanding of developmental change and family media use. Familiarity with the device influenced frequencies of identified themes with greater likelihood for fewer interactions, scaffolds and more passive screen activities with familiar technology. More varied verbal scaffolding was related to higher developmental scores. Physical scaffolding was provided infrequently, despite limited skill in the children. Counter to parental expectations, initiating and sustaining interest even for a short period of time was challenging in some cases. Outcomes suggest that parents engage in a wide array of relevant scaffolds with variability across individuals and child age. Overall, the study provides a rich and complex description of interactions and behaviors when parents introduce mobile devices to their infants and toddlers.

研究表明，父母在将技术引入幼儿方面发挥着关键作用，亲子共同参与技术可以改善学习和社交成果。目前的混合方法研究通过直接观察 30 位父母与他们的婴儿或学步儿童（12-24 个月）的互动，同时引入和参与熟悉和新颖的移动技术，扩展了当前的文献。观察的定性分析产生了五个总体主题，描述了亲子互动的关键内容。子主题进一步阐明了儿童和父母的口头互动类型，以及对设备的控制、活动和选择选择、技能需求/支持以及互动兴趣的问题。发展里程碑和父母调查有助于了解发展变化和家庭媒体的使用。对设备的熟悉影响了已识别主题的频率，更有可能使用熟悉的技术减少交互、支架和更多被动屏幕活动。更多样化的语言支架与更高的发展分数有关。尽管儿童的技能有限，但很少提供物理脚手架。与父母的期望相反，在某些情况下，即使在很短的时间内启动和维持兴趣也是具有挑战性的。结果表明，父母参与了广泛的相关支架，这些支架因个体和儿童年龄而异。总体，