Attention Span Development: What’s Normal & How to Improve

When a 3-year-old can focus on building blocks for 45 minutes but struggles through a 10-minute story, many parents worry unnecessarily about attention problems that are actually signs of healthy, typical development.

Introduction

As children grow and develop, their ability to focus and maintain attention naturally evolves alongside their physical and cognitive development. Understanding what constitutes normal attention span development can help parents, educators, and caregivers set realistic expectations while identifying when additional support might be beneficial.

Attention span refers to the length of time a person can concentrate on a task without becoming distracted. For children, this crucial skill forms the foundation for learning, social interaction, and everyday functioning. However, attention development doesn’t follow a simple linear path – it’s influenced by brain maturation, environmental factors, individual differences, and the specific demands of different tasks.

This comprehensive guide explores evidence-based information about typical attention span development across different ages, the factors that influence focus abilities, and practical strategies to support healthy attention growth. Whether you’re concerned about your child’s ability to concentrate, seeking classroom strategies, or simply wanting to understand this important aspect of development, you’ll find research-backed guidance that addresses common questions and concerns. Understanding how attention develops within the framework of Early Learning Goals helps establish realistic expectations based on developmental milestones, while insights from cognitive development theory provide the scientific foundation for why attention abilities emerge gradually over time.

Understanding Normal Attention Span Development

Age-Based Attention Span Guidelines

One of the most frequently asked questions from parents and educators centers on age-appropriate attention span expectations. While individual children develop at their own pace, research has established general guidelines that can help assess whether a child’s attention abilities fall within typical ranges.

The widely referenced “rule of thumb” suggests that children can typically sustain attention for approximately 2-3 minutes per year of age when engaged in adult-directed activities. This means a 3-year-old might focus for 6-9 minutes on a structured task, while a 6-year-old could potentially concentrate for 12-18 minutes. However, this guideline applies specifically to activities that aren’t inherently engaging to the child – when children are genuinely interested in an activity, they often demonstrate much longer attention spans.

It’s crucial to understand that these timeframes represent general expectations, and normal variation is considerable. The American Academy of Pediatrics emphasizes that attention span development occurs alongside overall cognitive growth, and parents should consider the child’s individual temperament, interest level, and environmental factors when evaluating focus abilities.

Children consistently demonstrate longer attention spans when engaged in self-chosen, intrinsically motivating activities. A 4-year-old who struggles to sit through a 10-minute story might spend 30 minutes building with blocks or engaging in imaginative play. This difference highlights the importance of distinguishing between attention capacity and attention motivation when assessing a child’s development.

Types of Attention and How They Develop

Understanding attention development requires recognizing that “attention” encompasses several distinct cognitive processes that mature at different rates. Researchers identify three primary attention networks that develop throughout childhood and adolescence.

Sustained attention, also called vigilance, involves maintaining focus on a task over an extended period. This skill develops gradually throughout childhood, with significant improvements occurring around ages 5-7 and again during adolescence. Young children naturally struggle with sustained attention because their brains are wired to notice and respond to novel stimuli – an important survival mechanism that can make focusing on repetitive or unstimulating tasks particularly challenging.

Selective attention refers to the ability to focus on relevant information while filtering out distractions. This skill shows steady improvement from preschool through school age, with notable development occurring around age 6-8 when children become better at ignoring irrelevant visual and auditory information. However, selective attention continues refining well into the teenage years.

Executive attention involves the conscious control and regulation of attention, including the ability to resolve conflicts between different sources of information and shift focus when needed. This higher-order attention skill relies heavily on prefrontal cortex development and shows the most dramatic improvements during school-age years, though it doesn’t fully mature until the mid-twenties.

The developmental progression of these attention systems aligns closely with the 7 Areas of Learning in the EYFS, particularly in Communication and Language development, where children learn to attend to spoken instructions and engage in sustained conversations – skills that require coordinated attention abilities.

Factors That Influence Attention Development

Brain Development and Attention

The biological foundation of attention lies in the developing brain, particularly the prefrontal cortex, which doesn’t reach full maturity until approximately age 25. This extended development timeline explains why attention abilities continue improving throughout childhood and adolescence, and why expecting adult-level focus from young children is unrealistic.

During early childhood, neural connections in attention-related brain regions undergo rapid development. The process of myelination – where neural pathways become coated with fatty tissue that speeds signal transmission – occurs gradually throughout childhood, with attention-related pathways among the last to fully mature. This biological timeline means that a 5-year-old’s brain is literally incapable of the same sustained focus as a 10-year-old’s brain.

Individual differences in brain development contribute significantly to attention variations among children of the same age. Some children develop attention regulation earlier due to genetic factors, while others may need additional time and support. These natural variations don’t indicate problems – they reflect the normal range of human development.

The developing brain also shows heightened sensitivity to environmental influences. Chronic stress, insufficient sleep, and poor nutrition can significantly impact attention development by interfering with optimal brain growth. Conversely, supportive environments, adequate rest, and proper nutrition create conditions that promote healthy attention development.

Environmental Factors

Sleep quality and quantity profoundly influence attention abilities in children. Research consistently shows that insufficient sleep impairs attention, working memory, and behavioral regulation. Preschoolers need 10-13 hours of sleep per 24-hour period, while school-age children require 9-11 hours. Even minor sleep deficits can significantly impact daytime attention abilities.

Nutrition plays a crucial role in attention development, particularly blood sugar stability throughout the day. Children who skip breakfast or consume high-sugar, low-protein meals often experience attention difficulties as their blood sugar fluctuates. Regular, balanced meals and snacks help maintain the steady energy supply that developing brains need for optimal attention function.

Physical activity serves as a powerful attention enhancer for children. Exercise increases blood flow to the brain, promotes the production of brain-derived neurotrophic factor (BDNF), and helps regulate neurotransmitters involved in attention and mood. Children who engage in regular physical activity consistently show better attention abilities than their sedentary peers.

The physical environment significantly impacts attention development. Creating enabling environments that support focus involves considering factors like noise levels, visual clutter, lighting, and spatial organization. Environments that are too stimulating can overwhelm developing attention systems, while environments that are too sparse may fail to engage attention appropriately.

Technology and Screen Time Impact

The relationship between screen time and attention development has become a critical concern for parents and educators. Research reveals complex interactions between digital media use and attention abilities, with effects varying based on content type, viewing context, and total exposure time.

The concern isn’t necessarily that screens directly damage attention abilities, but rather that excessive screen time may interfere with activities that naturally build attention skills. When children spend significant time with fast-paced, rapidly changing digital content, they may have fewer opportunities to practice sustained focus on slower-paced, real-world activities.

Current pediatric research on screen time and attention suggests that content quality matters more than screen time quantity for younger children. Educational programming that encourages active engagement and thinking shows different effects than purely entertaining content. However, the rapid attention switching required by many digital games and videos may make it more challenging for children to engage in sustained, focused activities.

The key lies in balance and intentional use. Technology can support attention development when used thoughtfully – educational apps that require sustained focus, video calls with distant family members that practice social attention, or creative software that encourages sustained engagement can all contribute positively to attention development.

Distinguishing Normal Development from Attention Difficulties

Red Flags vs. Normal Behavior

Distinguishing between normal developmental variations and concerning attention difficulties requires understanding both typical development patterns and warning signs that warrant further evaluation. Many behaviors that worry parents actually fall within normal ranges when considered within the context of a child’s age and developmental stage.

Normal attention challenges include age-appropriate distractibility, difficulty with boring or repetitive tasks, better focus on preferred activities, and gradual improvement over time. For example, a 4-year-old who can’t sit through a 20-minute story but can focus on building projects for 45 minutes is likely showing typical development patterns.

Concerning signs that warrant professional consultation include attention difficulties that are significantly below age expectations, persist across multiple settings, don’t improve with typical support strategies, and interfere with learning, social relationships, or daily functioning. These difficulties should be consistent patterns observed over several months rather than temporary challenges during stressful periods.

It’s important to consider the child’s overall development when evaluating attention concerns. Children who meet other developmental milestones appropriately but show isolated attention difficulties may have different needs than children who show delays across multiple developmental areas.

ADHD vs. Other Causes

Attention difficulties can stem from various sources, and distinguishing between different possible causes requires careful consideration of multiple factors. Attention Deficit Hyperactivity Disorder (ADHD) is one possible explanation for persistent attention difficulties, but it’s not the only one.

ADHD involves persistent patterns of inattention, hyperactivity, and impulsivity that significantly interfere with functioning across multiple settings. However, these symptoms must be clearly inconsistent with developmental expectations and present before age 12. Many other conditions can produce attention-like symptoms, including anxiety disorders, depression, learning disabilities, sensory processing difficulties, and sleep disorders.

Anxiety can significantly impact attention by creating internal distractions and worry that make it difficult to focus on external tasks. Children with anxiety may appear inattentive when they’re actually preoccupied with anxious thoughts. Unlike ADHD, anxiety-related attention difficulties often improve in low-stress environments or when anxiety is addressed.

Learning disabilities can create the appearance of attention problems when children struggle to process information efficiently. A child with a reading disability might appear inattentive during reading activities not because of attention deficits, but because the cognitive effort required for reading exhausts their mental resources.

Sleep disorders, nutritional deficiencies, and even vision or hearing problems can all impact attention abilities. Before considering ADHD, it’s important to rule out these more straightforward explanations for attention difficulties.

The timing and pattern of attention difficulties provide important diagnostic clues. ADHD symptoms typically appear early and remain relatively consistent across settings, while other conditions may show more situational variation or later onset.

Evidence-Based Strategies to Support Attention Development

Environmental Modifications

Creating environments that support attention development involves thoughtful consideration of sensory input, physical layout, and organizational systems. The goal is to reduce unnecessary distractions while providing appropriate stimulation that engages without overwhelming developing attention systems.

Visual environment modifications include reducing clutter, organizing materials in clearly labeled containers, using neutral colors for walls and major furniture pieces, and creating designated spaces for different activities. Children focus better when they can easily locate needed materials and when the visual environment doesn’t compete for their attention.

Auditory environment considerations involve minimizing background noise, using soft furnishings to absorb sound, establishing quiet zones for focused work, and teaching children to recognize their own noise levels. Some children benefit from white noise or soft background music, while others need complete silence for optimal focus.

The physical layout should support different types of attention demands. Creating cozy spaces for sustained focus activities, open areas for active play that builds attention through movement, clearly defined boundaries between different activity areas, and comfortable seating options that match children’s sensory needs all contribute to attention-supporting environments.

Lighting plays a crucial role in attention regulation. Natural light supports circadian rhythms that affect attention and alertness, while adjustable lighting allows adaptation to different activities and times of day. Avoiding fluorescent lighting when possible and ensuring adequate but not excessive brightness helps maintain optimal arousal levels for attention.

These environmental considerations align with principles of enabling environments that support all aspects of child development, including the growth of attention and concentration abilities.

Attention-Building Activities by Age Group

Developing attention skills requires practice through age-appropriate activities that gradually challenge and extend focus abilities. The key is providing activities that are engaging enough to motivate sustained attention while appropriately matched to the child’s developmental level.

The progression from simple to complex activities should be gradual and based on the child’s demonstrated abilities rather than chronological age alone. Success builds motivation for further attention challenges, while activities that are too difficult can discourage engagement and practice.

Activities that combine attention practice with physical movement often prove particularly effective for young children. Examples include movement games that require listening and responding to instructions, outdoor exploration that requires sustained observation, and hands-on projects that engage multiple senses while maintaining focus.

Building attention through types and stages of play recognizes that children naturally develop focus abilities through engagement in developmentally appropriate play experiences that gradually increase in complexity and duration.

Mindfulness and Focus Training

Mindfulness practices adapted for children provide direct training in attention regulation while supporting emotional self-regulation and stress management. These techniques teach children to notice their attention, recognize when it wanders, and gently guide it back to the intended focus.

Simple breathing exercises form the foundation of child-friendly mindfulness practice. Teaching children to focus on their breath for gradually increasing periods helps develop the basic skill of sustained attention to an internal focus. Starting with just 30 seconds and building to several minutes allows children to experience success while developing greater attention control.

Body awareness exercises help children develop interoceptive attention – awareness of internal bodily sensations. Progressive muscle relaxation adapted for children, where they tense and release different muscle groups while paying attention to the sensations, builds both attention skills and self-regulation abilities.

Mindful listening exercises involve focusing attention on sounds in the environment without trying to identify or judge them. This practice helps children distinguish between focused attention and mind-wandering while developing auditory attention skills that support learning and social interaction.

Movement-based mindfulness activities work particularly well for children who struggle with traditional seated meditation approaches. Walking meditation, mindful yoga, or attention-focused dance activities provide attention training through more engaging, physical approaches.

The key to successful mindfulness practice with children lies in keeping sessions brief, making them playful rather than serious, and focusing on experience rather than performance. Regular short practices prove more beneficial than occasional longer sessions.

Supporting Attention Development at Home and School

Home Strategies for Parents

Creating attention-supporting home routines involves establishing predictable structures that reduce the cognitive load on developing attention systems while providing regular opportunities for focus practice. Consistent daily routines help children anticipate what’s expected and reduce the mental energy needed for transitions and decision-making.

Breaking larger tasks into smaller, manageable components makes it easier for children to maintain focus and experience success. Rather than asking a child to “clean your room,” specific instructions like “put all the books on the shelf” provide clear, achievable focus targets that build confidence and skills.

Positive reinforcement for attention efforts rather than just outcomes helps children understand that the process of focusing is valuable. Acknowledging when a child maintains focus, even if they don’t complete the task perfectly, encourages continued effort and practice.

Establishing device-free zones and times supports attention development by providing regular opportunities for non-digital focus practice. Family meals, bedtime routines, and designated homework times without screens allow children to practice sustained attention in real-world contexts.

It’s important to recognize the modern pressures on children’s attention and development. Understanding David Elkind’s theories about the “hurried child syndrome” helps parents balance appropriate expectations with developmental reality, avoiding the temptation to push children beyond their natural attention capabilities.

Classroom and Educational Support

Effective classroom attention support involves environmental design, instructional strategies, and individualized accommodations that recognize the wide range of normal attention development among children of the same age.

Teacher strategies that support attention development include providing clear visual and auditory cues for transitions, breaking instruction into shorter segments with movement breaks, using multi-sensory teaching approaches that engage different types of attention, and offering choices that allow children to match activities to their current attention capacity.

Accommodations differ from modifications in that they change how children access learning without changing the learning expectations. Common attention-supporting accommodations include preferential seating away from distractions, fidget tools that provide sensory input without disturbing others, extended time for tasks that require sustained focus, and frequent check-ins to support attention maintenance.

Communication between home and school ensures consistency in attention support strategies. When parents and teachers share information about what works best for individual children, both environments can provide more effective support for attention development.

Understanding Early Years Outcomes helps educators set appropriate attention expectations within the broader context of child development, ensuring that attention support aligns with overall developmental goals and timelines.

When to Seek Professional Help

Warning Signs That Warrant Evaluation

Determining when attention difficulties require professional evaluation involves considering the severity, persistence, and impact of attention challenges on a child’s daily functioning. While many attention concerns resolve with time, support, and appropriate environmental modifications, some situations benefit from professional assessment and intervention.

Persistent difficulties that don’t improve despite consistent support strategies may indicate underlying issues that require specialized attention. If a child continues to show significant attention difficulties after several months of targeted support, professional consultation can help identify contributing factors and appropriate interventions.

Attention difficulties that significantly interfere with learning, social relationships, or daily functioning warrant professional evaluation regardless of the child’s age. When attention challenges prevent a child from participating successfully in age-appropriate activities or meeting basic expectations for their developmental stage, additional support is likely needed.

Family history of attention difficulties, learning disabilities, or mental health conditions increases the likelihood that a child’s attention challenges may require professional support. While family history doesn’t determine outcomes, it does suggest the value of early identification and intervention.

Attention difficulties that occur alongside other developmental concerns – such as language delays, motor skill challenges, or social difficulties – often benefit from comprehensive evaluation to understand the relationships between different areas of development and plan appropriate support.

Types of Professionals and Assessments

Several types of professionals can assess attention difficulties, each bringing different expertise and assessment approaches. Understanding these differences helps parents choose appropriate evaluation options and know what to expect during the assessment process.

Pediatricians often provide initial evaluations for attention concerns, particularly when parents want to rule out medical causes or need referrals to other specialists. They can assess for sleep disorders, hearing or vision problems, nutritional deficiencies, or other medical conditions that might impact attention abilities.

School psychologists specialize in understanding how attention difficulties affect learning and academic performance. They can provide comprehensive psychological assessments, recommend classroom accommodations, and coordinate educational support services. School-based evaluations are often available at no cost to families.

Clinical psychologists and neuropsychologists offer detailed assessments of attention, learning, and related cognitive abilities. These professionals can diagnose ADHD and other conditions that affect attention, recommend treatment approaches, and provide ongoing support for families.

Occupational therapists assess how attention difficulties impact daily living skills and can provide interventions focused on sensory processing, motor skills, and environmental modifications that support attention development.

The assessment process typically involves gathering information from multiple sources, including parent and teacher questionnaires, direct observation of the child, standardized testing of attention and related abilities, and review of medical and educational history. Comprehensive evaluations provide the most useful information for understanding a child’s needs and planning appropriate support.

Professional evaluation becomes particularly valuable when families need guidance about educational placement decisions or when attention difficulties persist despite well-implemented support strategies.

Technology Balance and Modern Attention Challenges

Managing technology’s impact on attention development requires thoughtful balance rather than complete avoidance. The goal is helping children develop healthy relationships with digital tools while ensuring adequate opportunities for sustained, focused engagement with non-digital activities.

Teaching technology boundaries involves establishing clear expectations about when, where, and how devices are used. Consistent rules about device-free meals, homework time, and bedtime help children understand that attention abilities require practice in various contexts, not just digital ones.

Balancing online and offline activities ensures children experience different types of attention demands. While digital activities often involve rapid attention switching and immediate feedback, offline activities like reading, crafts, and conversations require sustained focus and delayed gratification – both important attention skills.

Future-proofing attention skills involves teaching children to recognize their own attention states and make conscious choices about focus. As technology continues evolving, the ability to monitor and regulate one’s own attention becomes increasingly valuable for academic, professional, and personal success.

The most effective approach to technology and attention involves modeling healthy technology use, engaging in co-viewing and co-playing when children use devices, choosing high-quality content that encourages thinking rather than passive consumption, and maintaining regular discussions about how different activities affect attention and mood.

Rather than viewing technology as inherently harmful to attention development, families can approach it as one tool among many for learning and entertainment, with conscious attention to how it fits into a balanced lifestyle that supports healthy attention growth.

Conclusion

Understanding attention span development empowers parents and educators to support children’s natural growth while identifying when additional help might be beneficial. Normal attention development follows predictable patterns, with significant individual variation that reflects the complexity of brain maturation, environmental influences, and personal temperament.

The key to supporting healthy attention development lies in creating realistic expectations based on developmental science, providing environments that reduce unnecessary distractions while offering appropriate stimulation, and recognizing that attention abilities strengthen through practice with engaging, age-appropriate activities. Rather than focusing solely on duration, consider the quality of attention and the child’s ability to engage meaningfully with their environment.

When attention difficulties persist despite supportive strategies, professional evaluation can provide valuable insights and interventions. However, most children develop strong attention abilities naturally when given time, understanding, and developmentally appropriate support. Remember that attention span is just one aspect of healthy development, and children who struggle with focus often demonstrate strengths in creativity, physical abilities, or social skills that deserve equal recognition and cultivation.

Frequently Asked Questions

How long should a 2-year-old be able to focus?

A 2-year-old can typically focus for 4-6 minutes on adult-directed activities like stories or puzzles. However, they may concentrate for 15-20 minutes on self-chosen activities like playing with toys or exploring their environment. This difference is completely normal and reflects their natural learning style.

Can you improve a child’s attention span?

Yes, attention span can be improved through consistent practice with age-appropriate activities, creating distraction-free environments, ensuring adequate sleep and nutrition, providing regular physical activity, and gradually increasing focus challenges. Brain development continues throughout childhood, making attention skills highly responsive to supportive interventions.

What causes short attention spans in children?

Short attention spans can result from normal developmental patterns, insufficient sleep, poor nutrition, excessive screen time, overstimulating environments, anxiety, learning difficulties, or underlying conditions like ADHD. Most attention challenges in young children reflect typical brain development rather than problems requiring treatment.

How does screen time affect attention span?

Excessive screen time may interfere with attention development by reducing practice with sustained, real-world focus activities. Fast-paced digital content can make slower-paced activities seem less engaging. However, high-quality educational content used in moderation typically doesn’t cause lasting attention problems when balanced with offline activities.

When should I be concerned about my child’s attention span?

Consider professional evaluation if attention difficulties persist for several months across multiple settings, significantly interfere with learning or relationships, don’t improve with support strategies, or are accompanied by other developmental concerns. Most childhood attention challenges resolve naturally with time and appropriate support.

What’s the difference between ADHD and normal attention problems?

ADHD involves persistent attention difficulties that appear before age 12, occur across multiple settings, significantly impair daily functioning, and don’t improve with typical interventions. Normal attention problems show gradual improvement, vary by situation and interest level, and respond well to supportive strategies and environmental modifications.

Do attention spans get better with age?

Yes, attention spans naturally improve as children’s brains mature, particularly the prefrontal cortex responsible for focus and self-regulation. Sustained attention abilities continue developing through adolescence and into the twenties. Regular practice with focus activities and supportive environments enhance this natural development process.

How can teachers help students with short attention spans?

Teachers can support attention development by providing clear visual and auditory cues, breaking instruction into shorter segments with movement breaks, using multi-sensory teaching approaches, offering choices that match students’ attention capacity, creating organized classroom environments, and maintaining communication with families about effective strategies.

References

• American Academy of Pediatrics. (2020). Media and young minds. Pediatrics, 138(5), e20162591.
• Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). Guilford Press.
• Berger, K. S. (2018). The developing person through childhood and adolescence (11th ed.). Worth Publishers.
• Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.
• Elkind, D. (2007). The hurried child: Growing up too fast too soon (25th anniversary ed.). Da Capo Press.
• Goldstein, S., & Naglieri, J. A. (2014). Handbook of executive functioning. Springer.
• Kail, R. V., & Cavanaugh, J. C. (2019). Human development: A life-span view (8th ed.). Cengage Learning.
• Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. Viking Press.
• Posner, M. I., & Rothbart, M. K. (2018). Temperament and brain networks of attention. Philosophical Transactions of the Royal Society B, 373(1744), 20170254.
• Radesky, J. S., & Christakis, D. A. (2016). Increased screen time: Implications for early childhood development and behavior. Pediatric Clinics of North America, 63(5), 827-839.
• Rueda, M. R., Posner, M. I., & Rothbart, M. K. (2005). The development of executive attention: Contributions to the emergence of self-regulation. Developmental Neuropsychology, 28(2), 573-594.
• Santrock, J. W. (2019). Child development: An introduction (15th ed.). McGraw-Hill Education.
• Stevens, C., & Bavelier, D. (2012). The role of selective attention on academic foundations: A cognitive neuroscience perspective. Developmental Cognitive Neuroscience, 2, S30-S48.
• Zelazo, P. D., Blair, C. B., & Willoughby, M. T. (2016). Executive function: Implications for education (NCER 2017-2000). Institute of Education Sciences.

Further Reading and Research

Recommended Articles

• Barkley, R. A. (2020). Understanding and managing children’s attention and behavior problems: A resource for school and home. Journal of School Psychology, 82, 33-51.
• Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21(5), 335-341.
• Reardon, S. M., & Naglieri, J. A. (2017). Can mindfulness reduce children’s disruptive behavior? Theory, intervention, and considerations. International Journal of School and Educational Psychology, 5(4), 238-250.

Suggested Books

• The Whole-Brain Child by Daniel J. Siegel and Tina Payne Bryson (2011). Bantam Books.
  • Practical strategies for understanding how children’s brains develop and how to support healthy emotional and cognitive growth through everyday interactions.
• Mind in the Making by Ellen Galinsky (2010). William Morrow Paperbacks.
  • Seven essential life skills children need based on research in child development, covering focus and self-control alongside other crucial abilities for learning and life success.
• The Optimistic Child by Martin Seligman (2007). Houghton Mifflin Harcourt.
  • Evidence-based approaches to building resilience and positive thinking patterns in children, including attention and focus skills that support academic and social success.

Recommended Websites

• Understood.org – Comprehensive resource for learning and attention issues
  • Provides research-based information about attention difficulties, learning differences, and practical strategies for home and school support with expert-reviewed content.
• Zero to Three – National organization focused on early childhood development
  • Offers evidence-based resources about infant and toddler development, including attention and focus milestones with practical guidance for parents and professionals.
• Child Mind Institute – Mental health and learning disorders resource center
  • Features expert-written articles about attention, behavior, and learning challenges with practical tools for assessment, intervention, and support strategies.

Kathy Brodie

Kathy Brodie is an Early Years Professional, Trainer and Author of multiple books on Early Years Education and Child Development. She is the founder of Early Years TV and the Early Years Summit.

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To cite this article please use:

Early Years TV Attention Span Development: What’s Normal & How to Improve. Available at: https://www.earlyyears.tv/attention-span-development/ (Accessed: 29 September 2025).