Abstract
Whole group instruction is a part of most early childhood programs. Previous research has identified recommended instructional practices that have been demonstrated to increase attention during whole group instruction. A multiple baseline across teachers was used to measure both teachers’ use of recommended practices and child attention. Results indicated that when teachers increased their use of the recommended practices in whole group instruction, children’s attention increased, and duration of whole group instruction decreased. Results suggest that teacher behaviors can have an effect on child attention.
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