Self-regulation and Visual Attention

Attention is one of the earliest cognitive skills to develop during the first two years of life. Infants are naturally driven to learn—they gaze intently at the people and events that capture their interest. Through this process, their neural networks are actively and carefully being shaped. As infants grow, they begin to notice and show interest in what their attachment figures are focused on, often following their gaze. Over time, this ability expands to include the attention and interests of others, such as peers. Skills like visual tracking and gaze-following form the foundation for developing and sustaining attention, which is a key executive function. Self-regulation, another essential executive function, is closely tied to focus and attention. In fact, research shows that “the control of visual attention is key to learning and has a foundational role in the development of self-regulated behavior” (Cuevas & Bell, 2014). In play-based programs, children have a unique opportunity to engage in rich social learning. In mixed-age settings, they are presented with a variety of choices that invite them to decide where and how to direct their attention—a process that naturally varies by age and developmental stage. In this video, a child at Acorns and Oaks—a Forest Playgroup™ at the Los Angeles Arboretum—is clearly invested in her own painting process. She deliberately watches each stroke, preferring to witness the outcome rather than let it unfold automatically. Her ability to refocus, even amidst other stimuli, reflects both emerging self-regulation and growing attentional control. Learning involves much more than what we can see. It depends on intricate networks and foundational skills that take time—and the right environment—to fully develop throughout childhood.