“Attentive Kindergarten”: A Small Group Intervention Boosting Attention among Kindergarten Children

Inbar Lucia Trinczer*, Tom Maayan, Lilach Shalev

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

(1) Background: The purpose of this study was to investigate the effectiveness of a small group intervention program named “Attentive Kindergarten” (AK), aimed at enhancing attention functioning among typically developing preschool-aged children. The program focuses on improving sustained attention, selective spatial attention, and response inhibition based on cognitive training principles. (2) Methods: The study’s sample included 51 children, 15 of whom received the AK intervention and 36 of whom served as a control group. Computerized cognitive tests were used for pre- and postintervention evaluations to assess sustained attention, response inhibition, and selective spatial attention. Quantitative analyses were conducted to examine the differences between the two groups as a result of the intervention program. (3) Results: The AK group demonstrated improvements in all attention functions that were measured. These improvements were larger than those obtained in the control group. (4) Conclusions: The results suggest that cognitive training programs, such as Attentive Kindergarten, can enhance attention functioning in young children. The present findings have important implications for early intervention programs aimed at improving young children’s cognitive skills, which, in turn, can decrease the likelihood of future attention problems and other related difficulties.

Original languageEnglish
Article number664
JournalEducation Sciences
Volume13
Issue number7
DOIs
StatePublished - Jul 2023

Keywords

  • attention functioning
  • cognitive training
  • preschoolers
  • response inhibition
  • selective spatial attention
  • sustained attention

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