Homework as an Opportunity for Joint Attention in Middle Childhood

There is an ongoing debate regarding the contribution of parental homework involvement to children’s academic engagement and achievements. In the current theoretical article, I offer a new conceptualization for the developmental value of parental homework involvement. Using the joint attention theory framework, I describe how doing homework together can provide children with an opportunity for structured, routine-based engagement with their parents. Joint attention moments can give parents a glimpse into children’s academic experience, help parents support their children’s natural academic interests, and create a mutual meaning around children’s academic learning. I use a case vignette from an observational study of parent-child interaction during homework to demonstrate the gradual development of joint attention during the homework interaction and its possible impact on the affective, cognitive, and motivational exchange between the parent and child. I conclude with a description of factors that can facilitate the transformation of homework time to an opportunity for joint attention and describe the possible role of parents, educators, and researchers in this regard.