Through its channels
If a small child is carried away by something, then it is better not to interfere with it. Then he will not interfere with you. You can sit next to you, calmly do your business or talk - he will not even pay attention to you. Because the attention of children under 2 years of age is single-channel, they focus on an interesting object completely and at that time, as they say, "they do not see - they do not hear". But if you still distract the child, then he is unlikely to return to his game - the mood for it will be lost. In 2-3 years attention gradually becomes flexible, although it remains single-channel. The child can already distract himself, for example, to your voice, and then continue his occupation. Later, from about 4 years, begins to form two-channel attention (finally it will develop to 6 years). Now the child can do two things at the same time - practically as an adult. For example, talking to you, not looking up from your business, or watching a cartoon, assembling a designer. At this time, the children are ready for training sessions, because they keep attention to the instructions well. However, if a 5, 6-year-old child becomes inattentive, then he may just be tired. His brain is protected from overload by directing attention to only one channel. And he again "does not see - does not hear". Do not blame him for this. Better review the regime of the day - is there enough time in it for free games and recreation?
Freely and involuntarily
Up to five years, the child's attention is involuntary, that is, it is caused only by the properties of the object, without internal efforts. Something new, bright, interesting is sure to attract the kid, no matter how busy he is. First, parents use this property actively. For example, for purposes of distraction. A one-year-old child pulls his hands toward an expensive vase and shows his whole appearance how he does not feel good without this toy. Persuasion, suggestions to pay attention to something simpler do not help. The only thing left is to suddenly grab the child and, running to the window, shout: "Look, what a bird flying there." And the child is happy, and the vase is hidden intact. And the performances at dinner! The child is having fun seeing his grandfather wearing a hat with a fur hat and a fishing rod, and the parents follow all the recommendations on healthy eating, feeding him (the kid, of course, grandfather still ducks), broccoli and carrots puree. But then the child grows up, and parents for the same start to make comments: "In the morning I put in front of the TV to dress faster. So everything is then back and in front, it is pulled and obliquely buttoned up "," I saw the ball on the street - I rushed off, not looking around "," Can not concentrate if they talk behind the door ". In all these cases, parents reproach children for inattention, absent-mindedness. In fact, these are examples of very focused attention. Only it is directed not at what the adults need, but what is interesting to the child at the moment. Managing his attention the child will be able only in the sixth year of life - and then at first very little. Arbitrary attention (when the child is deliberately distracted from what is interesting for himself, focuses on what is needed) requires a large expenditure of energy and mental strength. Do not miss such moments - be sure to praise the child for what he did. Show that they are surprised by his stamina and willpower (sit and draw a postcard to his grandmother, when everyone else is watching a movie - this is really an act), and support this dedication. The child will know that his efforts are not in vain, and you will see more and more examples of voluntary attention.
Train attention
On the one hand, there is no special effort to develop attention. A child who grows up in the family and leads a normal children's way of life, development goes on by itself. But all the same, it depends on the adults with whom and how much the child communicates, where he walks, what toys he plays - that is why our influence on the development of all cognitive functions is obvious. For example, children who are parents who love nature are more attentive. After all, observing nature is a perfect training of observation, especially if you pay attention to all the changes. At first, adults themselves say: "Look how yellowed these leaves are, see how quickly the flower bloomed," and then the child is involved in this process and finds even what is left without attention of adults. The development of attention is also affected by how many parents talk to their children. The children of talkative parents learn more easily and quickly than voluntary attention. Two moms give their children albums, pencils and offer to paint a pattern. The first one just sits next to it, the second one accompanies the whole process of drawing with a conversation. "What a big pattern, let's first paint around the edges, then go to the center ... That's how it happened. Well, show me ... "). What is the difference? There is a difference. The second mother in such a simple way forms the child's important attentional skills. She teaches him to listen to the instruction and keep it throughout the session, break the instruction into smaller parts and build the sequence of his actions from simple to complex, and also helps him gain self-control skills. Of course, this does not mean that in any occupation of the child you need to participate, give advice, but for a child of 4-5 years from time to time such joint "lessons" will be very useful. He soon begins to comment on his actions, as if helping himself with a speech ("The red part must be combined with the white ... Okay, I'll do this after, and now ...") By the time of active learning (6-7 years), such the instructions will be completely oral, the child will learn to be attentive, to follow the instructions without an external comment.
Useful games
To develop attention there are many games. They are very simple for adults and fascinating for children. Find a toy. The adult gives the characteristic of the toy (big, furry), the child must find it in the room. The older the child, the more difficult tasks can be. 5-, 6-year-old can offer to look not in one room, but throughout the apartment - and not even a very large subject. What changed? To the arrival of a child from the street or from the kindergarten, change something in the home environment (remove the watches that stood in a prominent place, remove the veil from his bed, rearrange the flowers). If the child does not pay attention to it, then ask and let him think. If, in this case, too, you find a change for him, then change the rules of the game a little. In advance, tell me that something will change for him, and then suggest that you find these changes. Look at me. You look at each other for a minute, and then turn away and ask questions one by one: "What color do I have socks?" - "What buttons do I have?" Such a game will be more fun if the mother gives in a little and completely confuses everything. What's under the scarf? This is not only a game, but also a test for determining the amount of attention. Take 7-10 small items, cover them. Then open for 3 seconds and ask the child to name what he saw during this time. 4-, 5-year-old usually calls one subject (for this age is the norm), 6-year-old manages to see 2-3 subjects. The average attention span of an adult is 7 objects. Hinder me! When a child learns a poem, we try not to interfere with him: turn off the TV, talk quietly. But sometimes you need to do the opposite - create interference. Turn on the TV and learn the rhyme, forcing to focus at such obstacles (of course, what's on TV should not be too attractive to the child).
A special case
Violations of attention in children were described by psychologists a hundred years ago, but now the diagnosis of ADHD (attention deficit hyperactivity syndrome) is encountered more often. The causes of the disorder are not fully understood - as a rule, each child has a combination of unfavorable factors. In one, doctors, educators and psychologists are united: the basis of the syndrome is the features of the structure and functioning of the brain, and not the upbringing. So "fight" with lack of attention and increased activity will not work. To adapt the child to the conditions of the kindergarten, and then the school, it is necessary to take into account these features of development. Children who have this disorder can be very unlike each other (so the syndrome is called polymorphic), but all have similar features. It is impulsiveness, sharpness in behavior, high motor activity and inability to concentrate. And the violation should not be considered all cases of such behavior, but only those when these features are manifested in the child constantly, regardless of location, and create problems for him and others. The child starts the business - and immediately leaves it, not finishing it. Sometimes even at 5, 6-year-old children there can be a so-called field behavior - when the child takes up everything that comes across to him on the way, immediately tossing. Motor activity has no purpose: it spins, runs, climbs, moves objects on the table, not responding to remarks. Often such children do not notice the danger signals: they can jump over the road before the traffic of cars, dive into the water, unable to swim. And even their own experience does not teach them - the next time a child can repeat the same thing. A child often loses things in the street, in a kindergarten, sometimes he can not find a house at home - and then gets irritated, starts to cry, to be capricious. He does not like to do something obligatory, which requires concentration. If he plays with several children, he constantly enters into conflicts, because he does not know how to follow the rules, order, and negotiate. Asked about something an adult can not listen to the end interrupts, argues, expresses his point of view, and then again returns to his question. Of course, such children are very disturbing, but it is impossible to apply usual methods of education to them. Persuading, scolding, showing the danger of this or that action on examples from life - all this is useless. It requires comprehensive medical, psychological and pedagogical assistance. But parents should know several rules of communication with children with attention deficit. Direct their excess activity to a peaceful channel. Sports activities that are non-aggressive (swimming, athletics, acrobatics) are very useful, will help children realize their potential. Avoid too many activities, entertainment, communication - these children are difficult to calm down, come back to normal. Accustom to instructions gradually, literally from two words. Children with a lack of attention with difficulty endure long instructions (and long for them - it's more than 10 words), they can not hear them at all. So there are less lengthy explanations, all briefly and clearly. At many children at school age the symptoms are smoothed out, become practically imperceptible and do not interfere with learning and communication. For the most part, this is the merit of the parents, so you should start as early as possible.