Young children rely on interactions with their parents in order to learn and develop their social and emotional skills. When parent-child interactions are disrupted—such as when the parent is being distracted by using a screen—the interaction is negatively affected. In the current study, we test how different parental distractions may disrupt the quality and quantity of interactions between parents and their toddlers. Specifically, we ask whether parental distraction from a screen activity leads to lower quality of the interaction and to less communicative exchanges between the parent and the child than parental distraction from the same activity on paper-pencil.