An Action Research Study on Enhancing Attention and Positive Behaviour in an International Kindergarten.

This action research project investigates how multimodal, scaffolded teaching strategies can enhance attention and promote positive behaviour among six‑year‑old multilingual learners in an international kindergarten. The study emerged from observed challenges in following English‑language instructions, where linguistic load, multilingual processing, and overstimulation often contributed to off‑task or disruptive behaviour. Drawing on identity‑affirming pedagogy and early‑years research, the project implemented low‑stimulus visual supports, picture‑card routines, gestures, simplified language, and real objects to reduce cognitive load and support comprehension. Using teacher observation logs, behaviour frequency notes, co‑teacher reflections, and a reflective journal, the study captured changes across four weeks of classroom practice. Findings showed a clear progression: students initially treated visual supports as novel materials, but with consistent modelling and repetition, they began using them independently to anticipate routines, follow instructions, and regulate behaviour. By the final weeks, most learners demonstrated improved focus, calmer transitions, and greater engagement. The study concludes that multimodal scaffolding, when embedded consistently into daily routines, meaningfully supports attention, comprehension, and positive behaviour in multilingual early‑years settings.