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Supporting the development of girls with ADHD in early childhood education: teachers' and parents' perspectives
1
WSGE University of Applied Sciences in Józefów, Poland
Submission date: 2023-11-11
Final revision date: 2024-01-31
Acceptance date: 2024-02-29
Publication date: 2024-03-28
JoMS 2024;55(1):674-687
KEYWORDS
ADHDparentsattention deficit hyperactivity disorderteacherspecial educationearly childhood education
TOPICS
ABSTRACT
Objectives:
This paper focuses on recognising and addressing the challenges of ADHD in early childhood girls. The paper aims to fill a gap in the scientific literature by focusing on the specificity of ADHD in girls, which differs from symptoms in boys. It also aims to raise awareness of the issue of ADHD among parents and teachers and to provide practical therapeutic guidance and educational support that is tailored to the needs of girls with ADHD.
Material and methods:
The source materials for this publication will be various monographs and articles by special educators. The collected material will allow the analytical-critical method to synthetically realise the indicated aim of the work.
Results:
Parents should learn to anticipate potential conflict situations, to exclude them or to plan in such a way that the child can cope with them. It is the parents' task to plan the day in such a way as to introduce a ritual and a daily routine of repetitive activities. Children with Attention Deficit Hyperactivity Disorder need to acquire skills to deal with conflict, emotional labile, anxiety and stress.
Conclusions:
Often undiagnosed girls suffer alone together with their disorder. Close cooperation between parents and teachers is an indispensable element in the treatment of ADHD. A child with ADHD should be allowed to participate in the educational and educational process. It is important to get to know the peer group so that girls with ADHD can learn to recognise themselves and their own reactions and abilities.
This paper focuses on recognising and addressing the challenges of ADHD in early childhood girls. The paper aims to fill a gap in the scientific literature by focusing on the specificity of ADHD in girls, which differs from symptoms in boys. It also aims to raise awareness of the issue of ADHD among parents and teachers and to provide practical therapeutic guidance and educational support that is tailored to the needs of girls with ADHD.
Material and methods:
The source materials for this publication will be various monographs and articles by special educators. The collected material will allow the analytical-critical method to synthetically realise the indicated aim of the work.
Results:
Parents should learn to anticipate potential conflict situations, to exclude them or to plan in such a way that the child can cope with them. It is the parents' task to plan the day in such a way as to introduce a ritual and a daily routine of repetitive activities. Children with Attention Deficit Hyperactivity Disorder need to acquire skills to deal with conflict, emotional labile, anxiety and stress.
Conclusions:
Often undiagnosed girls suffer alone together with their disorder. Close cooperation between parents and teachers is an indispensable element in the treatment of ADHD. A child with ADHD should be allowed to participate in the educational and educational process. It is important to get to know the peer group so that girls with ADHD can learn to recognise themselves and their own reactions and abilities.
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