Influence of Regular Visual Thinking Strategies Activities on Sustained Attention Abilities of Quebec Primary School Students: A Developmental Perspective

Background: Visual Thinking Strategies (VTS) are an art appreciation method known to improve students’ quality of attention and sense observation. Although great importance is attached attentional skills, few studies attempt measure verify interventions that development processes in school aged children. Objective: Using a small-scale quantitative approach, the potential sustained Quebec (Canada) primary students following VTS practice spread over one year. Participants: 125 (fourth fifth graders/7 9 years old). Intervention: Experiments were conducted five classrooms at two schools including control groups. Measurements: Kids Test for Attentional Performance (KiTAP) was used repeatedly throughout year on sub-groups 49 randomly selected participants. Results: KiTAP results showed statistically significant differences pretest/post-test participants having received lessons. Conclusion: Regular favours maturation students.