Experienced nursery teachers gaze longer at children during play than do novice teachers: an eye-tracking study

Abstract Despite the widespread recognition of significance outdoor play in early childhood development, centers for education (ECE) face challenge striking a balance between active activities and safety concerns. Thus, visual attention teachers is critical. Studies that compare novice experienced traditionally focus on instructional settings instead recreational play. This study examines effect experience attentional children’s ECE Japan. Eye-tracking data were collected from 10 novices relatively staff members to fixation location, number fixation, duration while groups 3-year-old children played sandbox. The results independent sample t tests revealed gazed at more frequently than did teachers; however, mean was significantly shorter among across all participants. Similarly, although spent time overall observing peripheral areas area as they played, teachers. findings support other studies highlight heightened ability assess conditions quickly draw conclusions regarding children. In addition, research reports level supervision control imposed by are closely related their experience.