A Study of Group Work Intervention on Children’s Concentration in Lower Grades: A Case Study of Children’s Concentration Enhancement Group in Elementary Schools

Abstract

According to the survey on the concentration level of children in the lower grades, the results show that most of the children have concentration deficits. Concentration ability plays a crucial role in children’s intellectual development. With the continuous development of science and technology, different types of electronic products are emerging, which will undoubtedly create a great temptation for children. This hinders the development of children’s ability to concentrate, which not only affects the development of their own ability but also poses a threat to their future development. Therefore, it becomes an essential course to improve children’s ability to concentrate. This paper adopts research methods such as participant observation method and interview method, based on social learning theory, social support theory, and other related theories, through the J City social work service agency selected six children in the lower grades who are not focused and voluntarily participate in this activity into group activities, analyzed the practical effect of group work intervention in the lower grades concentration and problems from the practical point of view. On this basis, corresponding countermeasures are proposed to improve the quality of group intervention services. This paper found that the practical effects of group work intervention on children’s concentration in the lower grades include: improving children’s concentration, promoting children’s self-knowledge, and enhancing children’s self-confidence. Problems include insufficient parental participation and insufficient peer group social interaction. The following countermeasures are proposed: building a platform for peer interaction to improve children’s concentration; constructing a social support network for children with the participation of multiple parties; social workers clarifying their own role positioning and flexibly switching their roles; and enhancing their professional competence and strengthening their practical work skills.