This chapter documents a seismic shift that has occurred in the field of attentional development over the past decade, both in the content of the empirical data being collected and in the theoretical ideas being used to understand them. We trace the origins of this paradigm shift by first examining the past. Research during the latter half of the 20th century was dominated by the information‐processing framework, which views attention as a localizable, domain‐general, and situationally invariant cognitive
faculty,
with its primary role in filtering sensory information in the service of task goals. However, during the first decade of the 2000s, researchers began to study how individual, emotional, and social aspects of life influence everyday attention behavior. Mounting evidence from these studies revealed that the classic information‐processing framework could not provide a complete account of attentional development. Thus, at present, attention is becoming viewed as a concept that cannot be isolated from social and emotional aspects of development. With regard to future directions, we outline a dynamic view of attention, in which attention is viewed as a cognitive facility, integrating the demands of “cool” cognition (i.e., the information‐processing capacities) with the “hot” functions spanning temperament, emotion, social communication, individual histories, and cultural context. If this trend continues, attentional development in the next decade will be studied as the outcome of complex interactions between an individual's biology, their life history, and their social environment.