A child who looks away from a talker is often telling you the current task is too hard, too slow, or not worth it. Start by joining what they are already doing instead of calling them back to the device.

Move the talker into that activity. If they are pushing cars, put the device beside the track and model go, stop, crash, and my turn while you play. The board should show up where the fun is, not across the room at a table.

Check the effort. If one word takes many taps and a long search, most children will use a gesture or a shout instead. For this week, put the words you are modeling on the first page so a message is one or two hits.

Lower the stakes. Stop saying tell me on your talker. Say your line, tap it, and keep playing. The child can borrow your model when they want a turn. Pressure makes ignoring a reasonable escape.

Watch the body, not only the screen. Turning away, pushing the device, or leaving the room means the moment is done. End it kindly and try a shorter stretch later. A minute of shared play with two models is more useful than a standoff.

Look at hearing, vision, and position too. Glare, a quiet volume, a strap that twists the screen, or a device flat on the table can all look like refusal. Fix the setup before you decide the vocabulary is wrong.

After a few days, notice which models they tolerated. Stay with those activities and those words. Add one new word only when the old ones are getting a glance, a smile, or a reach. Ignoring usually fades when the device helps them do something they already wanted.