Episode 04: Let’s Talk… Supporting Children's Attention in the Modern World
In episode 4, we are delighted to be joined by Professor Sam Wass – Developmental Cognitive Neuroscientist, Child Psychologist, and Director of the Institute for the Science of Early Years and Youth at The University of East London. Sam is also renowned for his role in the multi-award-winning Channel 4 series The Secret Life of 4, 5, and 6 Year Olds, as well as being an award-winning author, researcher and speaker.
Join us for a fascinating, neuroscience-rich conversation about how the modern world is shaping children, the impact of today’s fast-paced environments on children’s attention, and what we as practitioners can do to best support children’s attention and focus in our settings.
✨ Whether you’re worried about children’s attention, curious about the science behind it, or keen to learn what really helps, this episode will challenge your assumptions and reshape how you think about this complex topic.
👂 If you're a Norfolk early years practitioner or professional, and you enjoyed this conversation, we’d love for you to join us at one of our upcoming Spring Communication Hub Meetings, beginning on 9th March 2026, where we will be joined by Cambridgeshire Community Services Speech and Language Therapy Team, as we look further into ‘Supporting children’s attention and listening skills’. 👉 Click here [https://www.schools.norfolk.gov.uk/article/60339/Early-Years-Foundation-Stage-EYFS-Practice-training] for more information on the Communications Hubs and our upcoming Early Years Conference.
Overview
(0:00) Introduction
(1:30) Sam’s background and current role
(4:12) How is childhood changing?
(08:57) How is the modern world effecting children’s brain development?
(10:33) How is fast-paced modern childhood contributing to SEND?
(11:57) What does the neuroscience tell us? Our brains as prediction machines.
(16:28) Slow-paced predictable interactions vs fast-paced unpredictable interactions
(18:22) Screen time and ‘fight or flight’ mode
(19:40) Screen time, hyper alertness and behaviour
(21:08) The two types of attention used by screen content makers; Comprehension-driven attention vs attention capture
(21:48) Slow-paced comprehension-driven attention
(23:06) Fast-paced attention capture
(25:47) All content is not the same
(26:51) Screen time and learning; ‘In the Night Garden’ example
(31:29) Co-viewing and children’s stress response
(32:24) What can practitioners do in their learning environment to support children’s attention and focus?
(34:40) The impact of movement
(35:39) The impact of sound
(37:25) Bright lights and colours
(37:59) Layout of the space
(38:29) Auditory noise and noise detox’s
(39:40) The benefits of using the outdoor environment and working with nature
(44:33) Support strategies to action and avoid
(45:10) Increasing slow-paced predictable interactions
(46:44) Reading books with rhythmic repetitious language
(48:24) Eating predictable-tasting food
(50:45) Predictability and challenging behaviour
(51:46) Predictability and daily routines
(53:05) Following the child’s lead and timing
(56:11) The EEF ShREC framework
(57:50) Questions for practitioners
1. How do the learning environments in my setting seem to affect children differently, and how do the strategies I use affect children differently too?
2. How can I introduce more slow-paced predictability into my teaching practice?
3. How can I change my environment to minimise distractions, bearing in mind that everyone pays attention to movement and noise?
(1:01:10) The Norfolk Early Years Conference
(1:01:47) The Spring 2026 Norfolk Communication Hubs – Sign up now!
