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This research takes a dyadic approach to study early word learning and focuses on toddlers’ (N = 20, age: 17–23 months) information seeking and parents’ information providing behaviors and the ways the two are coupled in real‐time parent–child interactions. Using head‐mounted eye tracking, this study provides the first detailed comparison of children’s and their parents’ behavioral and attentional patterns in two free‐play contexts: one with novel objects with to‐be‐learned names (Learning condition) and the other with familiar objects with known names (Play condition). Children and parents in the Learning condition modified their individual and joint behaviors when encountering novel objects with to‐be‐learned names, which created clearer signals that reduced referential ambiguity and potentially facilitated word learning.