Abstract
This article examines how sustained attention develops in young children and how different teaching conditions influence engagement during play. Drawing on studies with two-, three-, and four-year-olds, the findings show a developmental progression in which toddlers benefit from limited, adult-guided choices, while preschoolers sustain attention best when given autonomy to select their own materials. The article highlights how play, intentional choice-making, and age-appropriate scaffolding support children’s emerging self-regulation and engagement. Practical strategies are provided to help teachers design environments and interactions that promote deeper focus and independent learning.
Recommended Citation
DiCarlo, Cynthia F. and Ota, Carrie L.
(2025)
"Understanding and Supporting Sustained Attention in Young Children: What Research Tells Us About Choice, Play, and Teaching Conditions,"
Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators: Vol. 1:
Iss.
1, Article 4.
Available at:
https://repository.lsu.edu/spark/vol1/iss1/4
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Teacher Education and Professional Development Commons