摘要：This study was conducted to idenify relationships between toddler teacher joint atention and toddlers' vocabularies. Toddlers' vocabularies were asessed by the MacArthur Communicative Development Inventory-Korean (MCDI-K) modified by Kim (2006);joint atention episodes were observed by lasfcationon categories for engagement condition (Bakeman & Adamson,1984). Data were analyzed by means,t-test and Pearson's crrelations. Results were that : (1) receptive vocabulary of toddlers was about 1.1 times as high as their expressive vocabulary. (2) Coordinated joint atention was observed most frequently, fllowed by supported joint atention;coordinated joint atention was closely related to support joint atenion. (3) The relationship between tdder-teacher joint atention and toddlers' vocabularies were signifcant in a positive direction.
