“Technoference” refers to the phenomenon of the intrusion of digital technology into interpersonal interactions. These brief interruptions can be ob- served in parent-child relationships. Recent studies report several concerns regarding the effects of parental technoference on children's social-emotional development and attachment. Nevertheless, these studies mainly focus on school-age children and use only quantitative measures. Moreover, it is becoming increasingly important to understand the factors that promote the presence of parental technoference. The aims of the present study were to examine: 1) the links between parental technoference, stress, anxiety and depression, and parental mental rep- resentations of the child; 2) the links between tech- noference and toddlers’ socio-emotional behaviours. Sixty-six French parents (9 males; 57 females) of children aged 1 to 3 years (35 males; 31 females) responded to questionnaires about technoference, their stress, anxiety and depressive symptoms, and their child’s socio-emotional behaviours. We also conducted an-interview on the mental representation of their child, and the child's attachment behaviour was assessed using a Q-sort. We found that the more the parent manifested symptoms of stress or depression, the more technoference was present in the parent-child relationship (r = .34, p = .016; r = .32, p = .026). Less acceptance of the parent in their representation of their child was also linked to greater technoference (r = -.41, p = .011). The pres- ence of parental technoference was associated with problems in the child's social-emotional behaviour (r = .34, p = .016). Finally, the more technoference was present, the less secure the child's attachment behaviours were (r =. -45, p = .006). It emerges that a longitudinal study of children's pre-school period will be essential to better understand the vulnerability and protective factors of technoference.