| Sustained attention is a fundamental cognitive function for young children’s development and is highly correlated with intelligence,mood,future academic performance,and social adjustment.Sustained attention develops rapidly before the age of seven,but attention issues,including sustained attention,has always been a major challenge for frontline education and parents of young children.Visual and auditory perception are the basic channels of information transfer in cognitive activities and are the main ways in which young children learn.In the study of the relationship between visual hearing and attention in neuroscience,it is found that there is a strong positive correlation between individual perceptual function and attention stability.Theoretically,there is a link between audiovisual perception and sustained attention,but in practice,the mechanism of action between the two needs further examination.The purpose of this study is to enhance the attentional stability of 5-6 year olds,and aimed to examine the effects of an intervention program designed to focus on audiovisual perceptual attentional play on the attentional stability of 5-6 year olds.First of all,this study is devoted to the research and development of "Audio-visual Game Training Program" which can be used by kindergarten teachers and parents to help children improve their sustained attention.By collecting and sorting out the related games that meet children’s characteristics and improve their sustained attention,we can design visual attention games and auditory attention games suitable for children aged 5-6,and form a training game plan.Secondly,through quantitative and qualitative research methods,the intervention effect of audio-visual game training on the sustained attention of children aged 5-6 is verified.Experimental method: Totally 75 children aged 5-6 years and their parents in a township public kindergarten in Hangzhou,Zhejiang Province,the subjects were randomly assigned into three groups.The School Practice Intervention(SPI)group(n=25,13 girls;Mage=65.12 months,SD=3.14)underwent an eight-week audiovisual play training,and the Parental Involvement Intervention(PII)group(n=25,11 girls;Mage=66.40 months,SD=3.74)adds weekly family training to the SPI,while the No Intervention(NI)group(n=25,12 girls;Mage= 66.44 months,SD=4.09)participated in regular activities and received no intervention.The children’s visual and auditory sustained attention was measured using an adapted numerical scratching scale and a comparison correction scale,which were administered four times(pre-test,mid-test,post-test and re-test)before,4 weeks,8 weeks and 2 weeks after the intervention.Results indicated that(1)children in PII and SPI groups had significantly greater visual and auditory sustained attention than the NI group in post-and re-tests;(2)the PII group showed better visual and auditory sustained attention than the SPI group in post-and re-tests;(3)visual SA of experimental groups improved significantly since the middle test(4 weeks),while the improvement of auditory SA emerged since post-test(8 weeks).Results indicated that(1)children in PII and SPI groups had significantly greater visual and auditory sustained attention than the NI group in postand re-tests;(2)the PII group showed better visual and auditory sustained attention than the SPI group in post-and re-tests;(3)visual SA of experimental groups improved significantly since the middle test(4 weeks),while the improvement of auditory SA emerged since post-test(8 weeks).Interview method: After the intervention,20 parents and 6 teachers were randomly selected to conduct semi-structured interviews,to find out the qualitative feedback results of parents and teachers on this intervention,and to analyze them by qualitative analysis software.The results are as follows:(1)Children and parents love to gain from children’s sustained attention and parent-child relationship,and know how to communicate with children better,and will make more efforts in the future.(2)Teachers can see the obvious improvement effect of children’s sustained attention in daily teaching,emphasize the importance of parents’ participation in intervention activities,and are willing to carry out this set of games in the future.Conclusions:(1)The audio-visual game training in kindergarten environment can effectively improve the sustained attention of children aged 5-6.(2)Parents’ participation is conducive to better intervention effect.(3)The improvement of auditory sustained attention takes a longer time period than visual sustained attention.Based on this,some suggestions are put forward: for kindergartens(1)promote audiovisual play programs.(2)integrate the power of the family in education,and develop the stability of children’s auditory attention.For the parents.(1)to participate more actively in the educational activities of the children.(2)to play a role in the development and education of the children.(3)to pay attention to the development and cultivation of the children’s auditory attention in daily communication activities. |
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