Attention and Listening
Concentration is a skill that all children need to learn, and one that some will find easier than others.
If a child is distracted during homework, it might simply be that they are overstretched - it is worth scheduling a break and coming back to the task another time. However, there are strategies our tutors use to keep students on track. Here we share guidance from the field of educational psychology.
What is attention?
Attention: The ability to focus on something whilst filtering out other information, sensations and thoughts that are not relevant at that time.
Concentration: The ability to keep attention on something for a continuous period. Also known as ‘sustained attention’.
How is attention developed?
Attentional processes, controlled in the prefrontal areas of the brain, take a long time to fully develop. They still change as children move into their late teens.
First to mature are the sensory processing and motor control areas at the back and top of the brain. Later to develop are the frontal areas which support our ability to suppress inappropriate actions and thoughts, focus attention and remember things from moment to moment.
How long can a child pay attention?
The expectation is a child can pay attention on a single task for about 3 minutes for each year of their life. Thus, a five-year-old can focus on a task for 15 minutes whilst a 15-year-old can pay attention for 45 minutes. Of course, these are just generalisations, but useful to bear in mind when chunking down work. Building in short breaks is always a good idea.
What can disrupt attention?
Some children find concentrating on a task easier than others, but it is a skill that all children need to learn.
Anxiety can make staying on task difficult. If something is going on in a child’s life – a worry or even excitement about an event – this might lead to trouble focusing. Attention and listening are difficult to do when emotionally dysregulated.
How can I support my child’s or student’s attention?
Get their full attention before giving instructions.
Use an appropriate level of language.
Allow them time to process these instructions fully then ask them to repeat back the instructions to you, to show they know what is expected of them.
Break down large tasks into smaller parts.
What about holding attention?
Visuals can help direct and hold attention. They give a child more time to process information and can also act as prompts and reminders as they are stable over time.
Checklists can help break down tasks into stages.
Diaries or timelines can lay out a plan: Now, Next, Then
Timers can support routines and transitions.
How can I motivate a child?
Explain why you are asking a child to do something and why you believe they can do it.
Give positive, descriptive praise. Make sure your child is being recognised for the times they are concentrating on their work or getting a task done.
Be creative with the tasks your child doesn’t enjoy to make them more interesting and keep work time dynamic.
Consider using rewards. Reward charts can be helpful, using a reward that won’t come too far in the future so it feels attainable.
Key is to make sure your child understands the reason behind any of the strategies that you are using. Discuss with them why you are using the checklist, timer etc. Your child needs to see the point in order to be motivated to use them correctly.
By Eleanor Ford 2024