AWARENESS OF PRESCHOOL TEACHERS REGARDING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)

Abstract

Children with ADHD often exhibit difficulties in maintaining attention, impulsivity, and increased physical activity, which can be a challenge for preschool teachers. Given the importance of timely recognition of ADHD symptoms and appropriate pedagogical intervention, the knowledge and awareness of preschool teachers are key to adapting educational methods to the individual needs of the child. The aim of this research study was to examine the level of current awareness and knowledge about ADHD among preschool teachers in preschool institutions in Osijek-Baranja County. The research sample consisted of 30 preschool teachers who voluntarily participated in completing a questionnaire designed for the purpose of the final paper. The hypotheses were that previous attendance at additional training on ADHD and experience working with children with this disorder increase the expertise of preschool teachers, but the results obtained did not show statistically significant differences in the subjective experience of knowledge between preschool teachers who had and those who had not participated in additional training.
Consultations with experts are considered useful by preschool teachers for working with children with ADHD, but here too no statistically significant difference was found in the perception of their own knowledge between those who consult others in their work and those who do not. Most respondents believe that communication with parents makes working with children with ADHD easier, although at the same time they assess that parents are only partially aware of their children’s difficulties. The results of the study indicate the importance of education, consultations, and parental awareness of ADHD, although this is reflected in the absence of statistically significant differences in the self-assessment of preschool teachers’ knowledge.