Child-Sustained Attention in Two-Year-Olds

Autor/inn/en	DiCarlo, Cynthia F.; Ota, Carrie L.; Bankston, Jeanette; Dahl, Annelise
Titel	Child-Sustained Attention in Two-Year-Olds
Quelle	In: Early Childhood Education Journal, 51 (2023) 7, S.1215-1225 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DiCarlo, Cynthia F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-022-01362-x
Schlagwörter	Young Children; Attention Span; Individual Differences; Teaching Conditions; Educational Environment; Attention Control; Child Care; Child Care Centers; Early Childhood Teachers; Toys; Selection; Teacher Student Relationship; Child Development; Preferences; Knowledge Level; Interaction + Suchen Sie Ihr Suchwort? Frühe Kindheit; Individueller Unterschied; Lehrbedingungen; Unterrichtsbedingungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Aufmerksamkeitstest; Kinderfürsorge; Kinderbetreuung; Child care facilities; Child care services; Kinderzentrum; Early childhood; Early childhood education; Teacher; Teachers; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Toy; Spielzeug; Auslese; Teacher student relationships; Lehrer-Schüler-Beziehung; Kindesentwicklung; Wissensbasis; Interaktion
Abstract	The purpose of this study was to identify differences in the length of attention in 2-year-olds across three teaching conditions. A total of 49 2-year-olds were observed within their childcare classrooms. The child's regular classroom teacher was asked to select three highly preferred toys to use in offering the child choices within the teaching conditions of adult presentation (one toy) and adult choice (two toys); the child was given the instruction to "go play" during the child choice condition and could select from any material in the classroom. Children's attention in the adult choice condition was significantly longer. Results from the present study highlight the importance of a highly skilled teacher who has knowledge of child development and an understanding of individual child preferences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01