Focusing attention – still listen or do, but can shift own attention.
Observe whether the child: focusing attention – still listen or do, but can shift own attention.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Can briefly pause to listen when their name is called or an adult comes close, but shifting attention is inconsistent and usually adult-led.
What you might see
When called by name while playing, the child does not look up or respond after 5–10 seconds.
When an adult speaks from nearby, the child continues the same action and does not change pace or acknowledge the message.
Stops an activity only if physically redirected (e.g., adult moves the toy away) rather than shifting attention to listen.
Looks up when their name is called, but returns to play before the adult finishes the sentence.
Responds to a short instruction only when the adult is within arm’s reach or uses a touch cue.
Shifts to a new request (e.g., “come here”) but needs repeated reminders to stay with the new focus.
Expected
On track
While playing, can shift attention to listen/respond to short messages or instructions and then return to the activity with minimal support.
What you might see
While building, looks up and answers a simple question (e.g., “What are you making?”) then continues building.
Pauses play to follow a brief instruction (e.g., “put that piece on the table”) then resumes the task.
During a transition cue (“snack time”), stops within a short period and moves toward the next activity with one reminder.
Exceeding
Going further
Sustains focus on a chosen activity yet self-interrupts to listen and respond appropriately, shifting attention flexibly between people and tasks.
What you might see
While drawing, listens to a short message and responds with relevant words (e.g., “Okay, I’ll finish this line”).
Shifts attention from toy to adult to hear a request, completes it, and returns to the toy without losing track.
In a small group, tracks the speaker and looks between speaker and materials as the activity changes.
Says something like “I’m listening” or “wait, let me finish” and then reliably shifts attention to the speaker.
Notices distraction (e.g., loud noise) and re-orients back to the activity or speaker without adult prompting.
Reminds a peer “We’re listening now” and models looking at the speaker during group time.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Play: While your child is deeply engaged (blocks/LEGO), say their name once and give a short message; notice if they can pause, respond, then return to play.
Cooking/mealtime: While they are doing something (stirring, pouring water), ask a simple question and see if they can answer without stopping completely.
Storytime: During a familiar book, pause and ask “What do you think will happen next?” and notice whether they shift attention from the page to you and back.
Transition: Give a calm cue (“In two minutes we’re going to wash hands”) and observe whether they shift attention and prepare to change activity.
Outdoor: While they are running/climbing, call them and give one brief instruction (“Come to the gate”); see if they can shift and then re-engage in play.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the Early Years Foundation Stage (EYFS) (2012), Communication and Language: Listening and attention.
This construct operationalises attention control as an observable behaviour in early listening contexts.
Developmental research
Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. A. Bower (Ed.), The Psychology of Learning and Motivation (Vol. 8, pp. 47–89). Academic Press.
Shifting and sustaining attention while processing language aligns with executive aspects of working memory during everyday tasks.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Finds it hard to keep listening while engaged in play; once focused on their own activity, they often miss spoken input unless the adult intervenes strongly.
When called by name while playing, the child does not look up or respond after 5–10 seconds.
When an adult speaks from nearby, the child continues the same action and does not change pace or acknowledge the message.
Stops an activity only if physically redirected (e.g., adult moves the toy away) rather than shifting attention to listen.
Emerging
Can briefly pause to listen when their name is called or an adult comes close, but shifting attention is inconsistent and usually adult-led.
Looks up when their name is called, but returns to play before the adult finishes the sentence.
Responds to a short instruction only when the adult is within arm’s reach or uses a touch cue.
Shifts to a new request (e.g., “come here”) but needs repeated reminders to stay with the new focus.
Developing
While playing, can shift attention to listen/respond to short messages or instructions and then return to the activity with minimal support.
While building, looks up and answers a simple question (e.g., “What are you making?”) then continues building.
Pauses play to follow a brief instruction (e.g., “put that piece on the table”) then resumes the task.
During a transition cue (“snack time”), stops within a short period and moves toward the next activity with one reminder.
Secure
Sustains focus on a chosen activity yet self-interrupts to listen and respond appropriately, shifting attention flexibly between people and tasks.
While drawing, listens to a short message and responds with relevant words (e.g., “Okay, I’ll finish this line”).
Shifts attention from toy to adult to hear a request, completes it, and returns to the toy without losing track.
In a small group, tracks the speaker and looks between speaker and materials as the activity changes.
Reflexive
Manages attention deliberately (e.g., signals “wait” or “I’m listening”), shifts quickly when needed, and helps peers attend during shared activities.
Says something like “I’m listening” or “wait, let me finish” and then reliably shifts attention to the speaker.
Notices distraction (e.g., loud noise) and re-orients back to the activity or speaker without adult prompting.
Reminds a peer “We’re listening now” and models looking at the speaker during group time.
