Using Time Samples to Look at Attention Span CHAPTER 7 Using Time Samples to Look at Attention Span “Teaching is not about transferring knowledge. It is about learning, and the one who learns the most is the teacher.”

Factors Influencing Attention Span Environment – Stimulating but not too much Developmental competency – Cognitive readiness to focus attention Novelty – New things catch attention for a while Peers – Influenced by interests of peers

Recording method that: TIME SAMPLES Recording method that: Tracks children’s choices Their playmates The time they spend in one area Method suitable for children 3 years and older Infants and toddlers – more appropriate to use anecdotal or running records

Time Sample

Uses of the Time Sample Advantages Gathers information on the whole group Indicates each child’s play choice and interests Shows child’s preferred playmates Can show adults’ position in the room

LOOKING AT APPROACHES TO LEARNING Born to learn – Innate drive to learn Approaches to learning Ready (showing interest and enthusiasm for learning) Willing (having strategies to respond to new opportunities even when it’s difficult) Able (having the developmental capacity to succeed) Piaget & kinds of knowledge Physical: nature of objects, rolls, sinks/floats Logico-Mathematical: Relationships, cause and effect, measuring, counting, classifying Social Conventional: social customs (manners, rules); skill learning (reading, writing, facts, dates)

Vygotsky’s Ideas about Learning Attention (and learning) are affected by social interactions Approximate success with help from a more skilled peer or an adult Use of private speech to talk through a difficult process