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Focused: How Students Construct Attentiveness in First-Grade Classrooms

The Well-Being, Peer Cultures and Rights of Children

ISBN: 978-1-78052-074-2, eISBN: 978-1-78052-075-9

ISSN: 1537-4661

Publication date: 5 August 2011

Abstract

Findings – First graders sustain attention but often onto their own auto-involvements and mutual engagements, focal concerns teachers consider “distractions.” By learning the moment-by-moment variations of what to pay attention to and how “attentiveness” looks, children navigate the social ropes of schooling. Young students apply these lessons to self and peers, regulating attentiveness and socializing one another to the norms of their classroom. They are also resourceful actors who skillfully use their understandings of attentiveness to maneuver around the strict order of the day. Schoolchildren multitask, conceal other focal concerns, and give the impression of attentiveness, all of which influence what behaviors get detected as “(in)attentive.”

Keywords

Citation

Milman, N. (2011), "Focused: How Students Construct Attentiveness in First-Grade Classrooms", Bass, L.E. and Kinney, D.A. (Ed.) The Well-Being, Peer Cultures and Rights of Children (Sociological Studies of Children and Youth, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 77-107. https://doi.org/10.1108/S1537-4661(2011)0000014009

Publisher

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Emerald Group Publishing Limited

Copyright © 2011, Emerald Group Publishing Limited