Speech & Language: Part 10 - Full attention

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QUESTION...

We have recently combined our nursery and Reception class to create a Foundation Stage unit of 60 children from three to five years old. We are in an area of disadvantage and are now hoping to increase play opportunities for our children. There are a few children who seem to find it hard to follow instructions and sit quietly at group times. It would be helpful to know what to expect of children at different ages when it comes to their attention, listening and understanding skills – and when we should be concerned about their development. Any strategies to help children listen would also be welcome!

First, it is worth recognising that there is likely to be a significant difference between the attention, listening and understanding skills of a three- and a five-year-old. A good starting point, especially when working with mixed-age groups, is to be clear about the typical development of the different ages.

THREE-YEAR-OLDS

One of the major differences between three- and five-year-olds is their attention and listening skills. At three, most children can focus on a child-initiated activity for about ten to 15 minutes, but they will be unable to listen to someone at the same time. Because they cannot split their attention at this age, they will instead need to stop what they are doing to listen to what is being said.

In terms of listening, most three-year-olds will enjoy listening to stories and will understand simple stories. Their vocabulary is increasing rapidly at this age, allowing them to identify objects in categories – for example, ‘Can you find me the clothes?’

They will also be able to listen and take turns when talking if the group size is very small.

When it comes to understanding, three-year-olds should be able to understand instructions with at least three key words. (Key words are words in a sentence that provide information – for example, ‘give’, ‘mummy’ and ‘teddy’.)

Attention, listening and understanding skills increase as the year progresses. From the age of three and a half, children will begin to understand instructions with several parts, such as ‘Gather up the toy cars and put them in the box’. They will also begin to understand the concept of time – such as ‘Today we are going to nursery and tomorrow we are going to nanny’s house’. Children will also start to answer more open-ended questions, such as ‘How did you get here?’ and will understand simple ‘why’ questions.

FROM FOUR TO FIVE

Children’s attention and listening skills take a leap forward once children reach the age of four. They can listen to instructions while they are busy doing an activity. They can manage instructions containing the sequencing words ‘first’, ‘after’ and ‘last’. They will also be able to understand past, present and future time.

Children aged four to five will now be able to sit for a group story and follow a simple story without pictures. They should also be able to take turns in longer conversations, but may find it hard to take a turn at talking in large groups.

Children will be able to follow adult conversations, gain an understanding of humour and start to laugh at jokes that they are told. Children are also able to respond to ‘why’ questions, such as ‘Why are your hands dirty?’.

When to be concerned

Given the number of children on roll in this particular setting and the fact that it is in an area of disadvantage, it is likely that there will be in the new Foundation Stage unit several children who need some level of additional support with their attention, listening and understanding skills. It is, therefore, worth looking out for children who:

• appear to listen but then seem to be blank or vague about what was said
• are unable to follow instructions or who carry out the instructions incorrectly. For example, a three-year-old who is unable to follow a simple instruction such as ‘get your coat’, or a four-year-old who is unable to understand ‘Put your book in your bag then go and get your coat’
• need you to repeat your instruction many times or who need the instruction broken down into smaller parts
• reply to a question with something unrelated
• do not understand a simple story or, if they are reading, do not understand what they have decoded.

In addition to these indicators, think also about whether any children are not hearing fully as glue ear is prevalent within this age range.

Strategies

Here are some strategies that can support children’s attention, listening and understanding:

• Create small spaces to make it easier for children to focus on activities or to listen to an adult.
• Think about whether background noise is making it hard for younger children to pay attention and listen.
• Divide children who are finding it hard to pay attention and listen into small groups or even pairs.
• Be realistic about the length of story or group times. Build up the length of time that children are being expected to listen for.
• Plan demanding activities that require listening or concentration when children are not tired.
• Use props, gestures and high levels of facial expression to help children understand what is being said.
• Give children time to process what is being said – for example, when sharing a story, pause before turning the page.
• Use the child’s name before giving an instruction or before talking to them. Keep your instructions short and in the order you want them to be carried out. For example, say, ‘Ciara, put your shoes on then wait by the door’, instead of ‘Before you go to the door, you need to put your shoes on.’
• Give instructions one by one.
• Build up the time a child can attend to something by using games. For example, for younger children, play ‘ready, steady, go’ games such as building a tower, then the child has to wait for ‘go’ before they can knock it down.
• Praise children when they have focused on activities that require persistence such as finishing a jigsaw puzzle.
• Use musical games such as musical statues to practise simple listening.
• Finally, it is worth reflecting on whether the larger number of children and increased space in this Foundation Stage unit is making it harder for some children to feel settled.

Stress can have an impact on children’s ability to concentrate and to process language, while routines and time with a key person can improve some children’s attention and listening skills.

Nursery World North 2019

Join us at Nursery World North in Manchester on 11 and 12 May to hear leading speakers from across the sector in our masterclass and seminar programme.

Following the success of our SEND conference, key experts will return to present Friday’s masterclass, ‘SEND in the early years: a child’s route to support’.

Saturday’s masterclass – ‘Helping children achieve: challenge and progression in children’s learning’ – will look at how to help children fulfil their potential, by improving outcomes for all and so closing the attainment gap.

The seminar programme includes a wide variety of themes, including school readiness, block play, early music development and how to become an ACE-aware setting, looking at the impact of adverse childhood experiences (ACE) on early child development.

Penny Tassoni will be looking at the importance of cross-curricular learning in role play and how daily activities can support the Prime areas in under-threes.

• https://www.nurseryworldshow.com/manchester