Concentration Obstacles and High Mobility Behavior in a Senior Kindergarten Student: A Case Study
DOI:
https://doi.org/10.66291/qr-ece.v1i1.4Keywords:
attention difficulties; high mobility behavior; executive function; early childhood education; case studyAbstract
Abstract
This study aims to provide an in-depth analysis of inattentive behavior and high mobility in a Kindergarten
B child during classroom learning activities. The study was conducted using a qualitative case study approach
at TK Strada Budi Luhur from November 10 to December 2, 2025. Data were collected through naturalistic
classroom observations, in-depth interviews with teachers and family members, and supporting
documentation. The findings indicate that the child exhibited a very short attention span and frequent
walking behavior, particularly during activities requiring sustained concentration and fine motor skills. The
walking behavior functioned as a response to task difficulty, boredom, and sensory needs. Family
environmental factors, especially parental emotional conditions and limited home stimulation, also
influenced the child’s self-regulation. Simple classroom strategies such as seating adjustments and structured
sensory breaks were effective in reducing high mobility behavior. This study contributes practical and
theoretical insights for early childhood educators in addressing attention difficulties through contextual and
responsive interventions.
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Qualitative Research in Early Childhood Education work is licensed under a Creative Commons Attribution 4.0 International License. (http://creativecommons.org/licenses/by/4.0/)
