Child Sustained Attention in Preschool-Age Children

Autor/inn/en	DiCarlo, Cynthia F.; Baumgartner, Jennifer J.; Ota, Carrie; Geary, Kelly
Titel	Child Sustained Attention in Preschool-Age Children
Quelle	In: Journal of Research in Childhood Education, 30 (2016) 2, S.143-152 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2016.1143416
Schlagwörter	Attention; Preschool Children; Preschool Education; Statistical Analysis; Teaching Methods; Student Participation; Teacher Role; Adults; Comparative Analysis; Selection; Toys; Questionnaires; Check Lists; Play; Observation; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Auslese; Toy; Spielzeug; Fragebogen; Checkliste; Spiel; Beobachtung
Abstract	This study examined the mean duration of child attention across three teaching conditions (child choice, adult choice, or adult presentation) of 63 preschool-age children. A repeated-measures ANOVA was used to compare the means across the three teaching conditions, indicating a statistically significant difference between the teaching conditions. It was also found that children attended for a longer period of time when given more choice, with child attention decreasing more as less choice what given. Results suggest that teachers should consider environments that allow children the opportunity to make choices in order to maximize their attention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01