Incidència en l'atenció de l'alumnat de 5 i 6 anys segons el moment del dia i la tipologia d'activitats.

Abstract

In teaching practice, it is often asked what can be done so that students are attentive. We are convinced that this is a key factor in learning, both for the management of one's own emotions as well as for executing successful decisions, so that relations within the classroom and in the school environment are favored. In the same way, attention will allow teachers to live every moment of education fully, as well as make students conscious of their own process, transforming each person and opening a space of focus, awareness and motivation as the three vertices of attention. From a long time back to the present, several researchers have wanted to define and know what attention is, but it is not a simple task since there are many factors, variables and influences involved in its essence. The main objective of this research was to determine the incidence of attention for 5 and 6 years old children depending on the time of day (early morning, late morning or late afternoon) and the type of school activities (free or guided). For this reason, a study has been carried out with the following objectives: a) To compare if there are significant differences in attention according to the time of day and, b) To compare if there are significant differences in the attention of the students according to the type of activities. Our method was based on an observational, analytical and statistical study. The study had a final sample of 221 children from the third level of infant school (P5) from nine groups-classes of schools in the District of Gracia in Barcelona, where 52% of the participants were children. The data were analyzed with the 19 version of the SPSS software and the statistical tests were bilateral with a 5% variable type I error. Specifically, different analyzes of variance and comparison of means were applied. The results showed that the moment of the day does affect the attention of the students of 5 and 6 years, as well as the type of activity that is carried out This concludes that the rest time, free activities and attention would be linked and balance each other, which questions the school organization and its work methodology. The results obtained involve organizing the moment of the day taking into account the type of free activities of children of P5, as well as emotional education and daily practice in attention. It also leads us to rethink the methodology in the second stage of early childhood education and its impact on the type of activities designed in infant schools

Date of Award	4 Dec 2018
Original language	Catalan
Supervisor	Ramon Cladellas Pros (Director)