Emerging concepts in the analysis of multimodal inputs and attention/awareness in kindergarten classroom interactions

Abstract Face-to-face interactions in early childhood classrooms are inherently complex, requiring nuanced analysis. Using Norris’s (2004) concept of modal density ( MD ), this study examines shifts in social actors’ attention and awareness through two video-recorded extracts. Findings highlight that attention is influenced by diverse communicative modes, including gaze, gestures, posture, body orientation, and language. Despite high MD , one actor demonstrated inattentiveness, relegating the ongoing interaction to the background of their awareness. Effective engagement requires that multimodal inputs be directed at a specific actor to elicit focused attention, and these inputs often originate from multiple actors, dynamically shaping interactions. Furthermore, teacher-learner relationships significantly influence attention shifts, fostering reciprocity and intersubjectivity. These findings suggest that educators should strategically design multimodal interactions to sustain engagement and enhance communication. Broadly, the study underscores the importance of fostering responsive and interactive classroom environments, pivotal in supporting young learners’ cognitive and social development.