Managing short attention span and low engagement behavior among early childhood learners: Perspectives of early childhood teachers

Abstract

Attention and engagement are critical to early childhood learning, yet context-specific evidence on how these behaviors and teacher responses manifest in actual classrooms remains limited. This study examined the behavioral manifestations of short attention span and low engagement among early childhood learners and to identify teachers’ responses to these challenges in authentic classroom settings. A mixed-method approach was employed, involving 20 early childhood teachers from private schools in Pasuquin, Ilocos Norte, using a structured survey questionnaire to gather classroom-based responses. Means and thematic analysis were used to analyze the data. Results revealed that attention-related difficulties were generally at a moderate level, primarily characterized by distractibility and difficulty sustaining focus, while engagement-related behaviors ranged from low to moderate levels, often reflected in passive participation, limited initiative, and minimal communication. Distractibility and environmental sensitivity emerged as prominent factors affecting learners’ ability to maintain attention, whereas engagement was influenced by task design, instructional clarity, and opportunities for interaction. Teachers reported employing various strategies such as instructional scaffolding, environmental modification, behavioral reinforcement, and socio-emotional support to address these concerns. The findings suggest that attention and engagement are interrelated constructs shaped by both internal developmental factors and external classroom conditions, aligning with sociocultural perspectives that emphasize the role of guided interaction in learning. Therefore, early childhood educators adopt structured, learner-centered, and interactive teaching strategies, strengthen classroom management and scaffolding techniques, and engage in continuous professional development to enhance their capacity to support sustained attention and active engagement. Additionally, educational institutions should provide institutional support and training programs that promote developmentally appropriate practices to improve overall learning outcomes among young learners.