Emerging evidence suggests that children’s concentration levels and focus skills play a critical role in shaping their early literacy development. While traditional teaching methods often assume a baseline of attention and self-regulation, recent pedagogical theories have increasingly emphasized the importance of deliberate concentration techniques for young learners. This article aims to synthesize current theoretical and empirical findings on the impacts of concentrated mental engagement activities—such as mindfulness, structured play, and cognitive behavioral tasks—on young children’s literacy outcomes. We then review potential mechanisms and contextual factors that moderate these effects, exploring how learner motivation, socio emotional context, and teacher expertise interact with concentration strategies. The article concludes with a methodological framework for future research, emphasizing the need for longitudinal and experimental studies that isolate the role of attention and focus in literacy skill development.