Dynamic Manifestations of Preschoolers’ Attention in Constructive Play: A Case Study of Observation and Support Strategies

Yichun Ye

doi:10.54097/e7jpqg58

Authors

Yichun Ye

DOI:

https://doi.org/10.54097/e7jpqg58

Keywords:

Preschooler attention; Constructive play; Observation; Support strategies.

Abstract

Attention is a crucial component of young children's learning dispositions. Constructive play is one of the most common activities in kindergarten daily routines and an important avenue for cultivating children's attention. This study selected one preschooler from a senior class in a kindergarten in G City as the observation subject. Using non-participant observation, the researcher transcribed the attention performance of the child Xiao Hua during constructive play using a self-adapted child observation record form, proposing targeted and instructive educational recommendations. The observation results indicate: The child exhibited good attention performance during constructive play; various dimensions within attention are interconnected; attention performance shows stage-specific characteristics. Factors influencing the child's attention performance can be summarized as: personal interest, task clarity, peer influence, and environmental noise level. Based on these findings, this study proposes the following educational recommendations: Provide an appropriate environment and diverse materials; Reduce intervention, focus on guidance; Establish reasonable game rules; Provide suitable duration for area play.

Downloads

Download data is not yet available.

References

[1] Lin C D. Dictionary of Psychology [M]. Shanghai: Shanghai Education Press, 2004.

[2] Bondolfi G, Aubry J M, Golaz J, et al. A stepwise drug treatment algorithm to obtain complete remission in depression: a Geneva study. [J]. Swiss Medical Weekly, 2006, 136(5-6):78-85.

[3] Yan C Y. Preschool Education Evaluation [M]. Beijing: Higher Education Press, 2010:97.

[4] Yan C Y, Wei T. Interpretation of Approaches to Learning in the *Guidelines for the Learning and Development of Children Aged 3-6* [J]. Early Childhood Education: Educational Science, 2013, 586(6):1-5.

[5] Zhao X. Performance Assessment of Approaches to Learning in Block Activities of Kindergarten Class Children [D]. Kaifeng: Henan University, 2014.

[6] Dan F, Li X Y, Jia W H. Observational Study on Preschoolers' Attention Span Performance in Solitary and Cooperative Block Play [J]. Early Childhood Education (Educational Science), 2020(10):9-13, 24.

[7] Wei H Y. Research on the Influence of Material Structure and Presentation Methods on the Attention Span of Middle Class Preschoolers [D]. Hebei Normal University, 2018.

[8] Tackett, J. L., Kushner, S. K., De Fruyt, F., & Mervielde, I. (2013). Delineating personality traits in childhood and adolescence: Associations across measures, temperament, and behavioral problems. Assessment, 20, 738-751.

[9] He H J. Study on the Characteristics of Attention Span Performance in Preschoolers with Different Temperament Types [D]. Shaanxi Normal University, 2018.

[10] Zhou L P. Cultivating Preschoolers' Attention Span in Block Play [J]. Curriculum Education Research, 2018, (15):249-250.

[11] Kang L J. Research on Preschoolers' Attention Span in Early Reading Activities [D]. Northwest Normal University, 2018.

[12] Wang L, Lee H, Ju Y D. Impact of digital content on young children's reading interest and concentration for books[J]. Behaviour & Information Technology, 2019, 38(1):1-8. DOI:10.1080/0144929X.2018.1510487

[13] Xiao X J. The Relationship between Household Noise Level and Attention Span of Kindergarten Class Children: The Mediating Role of Children's Sense of Order [D]. Southwest University, 2023. DOI:10.27684/d.cnki.gxndx.2023.000208.

[14] Shao A H. Guidance for Block Play Inside and Outside the Kindergarten [M]. Beijing: China Light Industry Press, 2016.

[15] Zhang Y, Zhang A H. The Influence of Play Duration on Children's Block Play Behavior and Constructions [J]. Studies in Preschool Education, 2009(02):36-43.