Improving Your Child’s Attending & Attention Skills
Judy Benz Duncan, Occupational Therapist
Attending, or being able to pay attention, is one of the very first skills a child learns. Being able to attend or pay attention begins, for example, with an infant making and holding eye-contact, being able to take a bottle or eat a meal, being able to respond to their name and follow simple basic direction, listening to a story, or following with their eyes what they are looking at or playing with.
A child needs to be able to attend and pay attention in order to learn.
Normal Attending and Attention Span
Generally, you can figure the normal attending / attention span of a child to be from 3-to-5 minutes for each year of a child’s age. For example, if a child is 2-years old, they may have an attention span of from 6-to-10 minutes at the most.
This age-based time frame is significantly decreased for activities that a child does not like, has no interest in, does not meet any need they may have, or interferes with their thoughts of food, escape, or toileting needs.
For a child with sensory processing issues the challenge to attend becomes even more challenging. For children who also have delays in language development, or who have difficulty with understanding social cues or self-awareness, the strategies to teach and promote attending skills need to be carefully planned to meet a child’s specific issues and needs.
Attending Importance and Skills Needed
Learning to pay attention is important as it is needed for learning, becoming more self-aware, and being able to participate with others in play or social situations.
Paying attention includes being able to tune out background noises and distractions, being able to listen and understand the directions or what is being asked of them, being able to concentrate or focus on the activity or task for a certain amount of time.
Each child is different and the activities, goals, and strategies for learning attending skills need to be adjusted to fit the child’s learning style and needs.
First Steps – Setting Up - Preparation
It’s a good idea to get rid of all distractions before you start on any of the activities – turn off the radio, television, computer, electronic games, and phone
Try to plan your learning/activity time AFTER you have taken care of any food/drink/toileting needs, and after you’ve allowed some physical activity or given your child some “sensory diet” time.
Have a variety of activities ready to use. Work / Play with one at a time, but have a variety at the ready as needed so you do not have to stop and go hunt for or gather items. You can keep the “extra” activities/items covered up to prevent any distraction.
Try to avoid play or work with “open-ended” activities. For example, with playdough there is “no end” in sight – they can play and play and play. Try starting with quick easy activities with a definite end to it, like stringing 2 to 5 beads to make a necklace or bracelet.
Give simple direct directions. Instead of saying, “I want you to match the colors, red to red, blue to blue,” say “Point to the red things” or “Please give me the blue things”
Repeat the key words to help your child focus. “Catch the ball,” or “Color the flower”
Play is one of the best ways to help a child learn and develop the skill of attending or paying attention. Try to pick activities and games that your child enjoys to begin with – this will hold their interest and attending longer!
Talk and interact with your child as you play to keep their attention and focus. Repeat directions, repeat key words, ask your child questions about what they are doing.
Praise and give positive feedback for each step they complete and for finishing up the task or their attention to it!