Early brain connectivity foundational for attention skills: Implications for young learners

Recent research from Simon Fraser University sheds light on how the wiring of young children’s brains influences their ability to pay attention, switch between tasks, and ignore distractions, skills essential for learning. Published in eNeuro, the study follows 39 children aged four to seven over one year, using brain imaging to examine how structural and functional connections in their brains relate to attention. 

These results are particularly relevant for early childhood education and care:

• Transition to school preparedness: As children move from preschool into formal school settings, attention becomes more critical for following instructions, participating in group tasks, and learning independently. Understanding that brain connections develop during this time challenges providers to support attention through practice and structure.
• Early support and identification: The study suggests a window of opportunity where intervention might be most effective. ECEC settings may benefit from observing attention-related behaviours and collaborating with families and health providers if concerns emerge.
• Learning environments and relationships: Environments rich in stable, responsive relationships, opportunities for sustained play, scaffolding, and routines can help children practise attention‐based skills. Educator awareness of how attention develops can inform curriculum and interactions.

Policy and Practice Recommendations

• Professional learning for educators around brain development, attention‐related behaviours, and strategies to support these in young children.
• Family engagement: Encouraging shared reading, interactive play, and supportive daily routines that strengthen attention skills at home.
• Screening and early intervention: While widespread MRI screening isn’t feasible, tools or observational assessments could help identify children who might benefit from additional support.
• Inclusive practices: Ensuring that children with different learning needs (including attention difficulties) are supported through differentiated instruction and care planning.

The study identifies that early brain wiring plays a foundational role in how children develop attention and learning capacities. For the ECEC sector, this research reinforces that the early years offer a unique opportunity: environments, relationships, and practices implemented at this stage can influence foundational skills. Supporting attention through attentive pedagogy, responsive relationships, and partnership with families can help set children up for successful learning trajectories.

Read the full research findings by Simon Fraser University here.