How to Work With Children that Have Selective Attention
Throughout the process of growth, some children can develop in a way that will make their attention selective. Upon their entry into pre-school, it is vital that teachers and parents are prepared with effective strategies, to best cater for the child's needs. Psychologists have studied and recommended a variety of ways in which the education system can best provide for attention selective children, so as to allow them the best chance of progression.
In the majority of cases, it has become apparent that a child can be identified as attention selective as early as their pre-school years. As the demand throughout the country for pre-school centers increases, so does the demand for the children enrolling to have the upmost care and attention delivered throughout their education.
Such recognized diagnosable conditions as ADHD (Attention Deficit Hyperactivity Disorder) challenge teachers and parents when trying to keep the child focused on a particular task or activity. As a result of this, pre-school teachers have been equipped with a range of effective tools so as to best combat any lapse in child development. Many of these techniques are the outcome of in-depth research.
Strong theories appear through analysis on children with ADHD conducted by experienced child psychologist Robert Myers (PhD) His findings stated that attention selective children respond far better to rewards and praise for what they do right, as opposed to punishment and reprimand for what they do wrong. Essentially, whether it be verbal praise or something materialistic, say for example a sticker, the response would be altogether more positive. The child would be left with a greater level of self confidence, in addition to an increased desire to participate further.
Robert Myers' findings also suggested that team work is a strong way in which to help children diagnosed with ADHD. This idea says that a teacher or parent can participate alongside a child when practicing relaxation techniques. As a result of this method, a child will feel no pressure or isolation in comparison to if they were practicing these exercises alone, or merely under supervision. Not only can this benefit the child, but it can improve the strength of the relationships between parent and child or indeed teacher and child. This in turn can introduce a greater foundation of trust between child and adult.
Practicing and improving motor skills, so as to reduce the child's likelihood of becoming agitated, is a recognized format for helping development. Something as simple as playing a game of catch or building with blocks can improve a child's ability to keep up with instructions. This therefore reduces the possibility of becoming frustrated. By doing this, such methods can then be applied in the classroom environment to assist children in following instructions correctly and accurately.
The loudest message offered from researchers is that consistency is the key. All methods must be applied for long enough to help attention selective children strengthen their development and ultimately fulfill their potential.