Essay: ADHD

Student Number: 041120056

Jillian Bannister

Algonquin College

24W_FAM1248_450 Guiding Children's Behaviours

04/08/2024
 ADHD (Hyperactive) in The Pre-School Setting

This essay examines the significant impact that children diagnosed with Hyperactive-Impulsive

Attention Deficit Hyperactivity Disorder (ADHD) have on preschool programs, specifically

focusing on the age group of 3 to 6 years. We will explore the unique challenges these children

and their educators face, gaining a comprehensive understanding of the difficulties inherent in

this context. Additionally, the essay will delve into various strategies that can be employed to

effectively support these children, creating an environment conducive to their growth and

learning. Ultimately, the objective is to emphasize the vital role of tailored educational

approaches in enriching the preschool experience for children with Hyperactive-Impulsive

ADHD, thereby promoting their overall development and well-being.

Attention-Deficit/Hyperactivity Disorder (ADHD) presents several behavioural challenges,

including impulsivity, hyperactivity, and inattention. These behaviours can manifest as difficulty

sitting still, trouble focusing on tasks, and a tendency to act without considering the

consequences. These behaviours can be disruptive in various settings, such as school, work, or

social interactions. It is important to note that these behaviours are not due to defiance or lack

of comprehension but are symptoms of the disorder itself. (C)1

Impulsivity in children with ADHD may lead to hasty actions without forethought, resulting in

mistakes or risky behaviour. Hyperactivity can manifest as excessive physical movement,

including fidgeting, restlessness, or talkativeness. This can be particularly challenging in settings

that require quiet focus, such as classrooms or libraries. Inattention, however, can make it
difficult for these children to focus on tasks, follow through on instructions, or organize

activities. They may be easily distracted, shifting activity from one uncompleted task to

another. These behaviours, while disruptive, are not a choice or a result of poor parenting but

are somewhat inherent aspects of ADHD. Recognizing this is crucial for understanding and

supporting individuals with this condition.

The etiology of ADHD is complex and involves both environmental and biological factors. From

a biological perspective, ADHD is associated with structural and functional differences in the

brain, particularly in areas related to attention and impulse control. Neurotransmitter

imbalances, specifically lower levels of dopamine, are also implicated. Genetic factors play a

significant role, with several genes linked to ADHD. On the other hand, environmental factors

such as prenatal exposure to alcohol or tobacco, premature birth, and low birth weight are

being studied and associated with an increased risk of ADHD. (Are) 2

Therefore, the behaviour observed in individuals with ADHD is not a result of their

environment or upbringing alone but rather a complex interplay of genetic and environmental

factors. Understanding this can help reduce the stigma associated with ADHD and promote

more effective strategies for management and intervention.

Children with ADHD often face a variety of learning difficulties, mainly stemming from the core

symptoms of the disorder. One of the primary challenges is inattentiveness, which can make it

difficult for them to focus on tasks, particularly those that require sustained mental effort or

that they find uninteresting. This lack of focus can lead to difficulty following oral and written
instructions and completing assignments, whether simple worksheets or more complex

projects.

Moreover, children with ADHD may struggle with executive functions, a set of cognitive skills

that are crucial for academic and life success. These include organizing, which involves keeping

track of tasks and materials; planning, which entails setting goals and determining the steps

needed to achieve them; and prioritizing, which requires deciding the importance and order of

tasks. These skills are often underdeveloped in children with ADHD, making it challenging for

them to manage their schoolwork effectively.

Impulsivity, another key symptom of ADHD, can also interfere with learning. Children with

ADHD often act quickly without thinking, leading to hasty, careless mistakes in their work. They

may rush through assignments, miss vital details or fail to check their work. This impulsivity can

manifest as difficulty waiting their turn or interrupting others, disrupting classroom learning.

However, it is essential to note that these difficulties do not reflect the child's intelligence or

potential. Children with ADHD often have average or above-average intelligence, and their

academic challenges are not indicative of their cognitive abilities. Instead, they are a

manifestation of their ADHD symptoms, which can be managed with appropriate support and

interventions.

With the right strategies and supports in place, such as individualized education plans (IEPs),

children with ADHD can thrive academically. These plans, developed in collaboration with
educators, parents, and the child, provide accommodations and modifications tailored to the

child's unique needs. This might include extra time on tests, frequent breaks, reduced

homework, and the use of technology to aid learning. With these supports, children with ADHD

can overcome their learning difficulties and achieve their full academic potential. The journey

requires patience, understanding, and flexibility from everyone involved, but the results can be

gratifying. (Ages ) 3

In terms of physical challenges, children with ADHD often exhibit a high level of energy and

activity, which can manifest in various ways. They may appear constantly "on the go," as if

driven by a motor. This can involve running around when it is not appropriate, talking

excessively, or having difficulty engaging in quiet leisure activities. They may also have a hard

time sitting still, whether it is during meal times, while doing homework, or in a classroom

setting. This restlessness often leads to frequent fidgeting, squirming, or getting up from their

seat when remaining seated is expected.

This hyperactivity can be disruptive, particularly in structured classrooms requiring quiet focus.

It can be challenging for teachers to manage and can distract other students. Additionally, the

impulsivity characteristic of ADHD can lead to physical risk-taking. Children with ADHD may act

without thinking about the consequences, which can lead to accidents or injuries. They might

climb on things recklessly, run out onto the street without looking, or engage in other

potentially dangerous activities.

discipline, willful disobedience, or poor parenting. They are symptoms of ADHD, a

neurodevelopmental disorder that affects the child's self-control abilities. Recognizing this is

the first step towards managing these behaviours effectively.

Understanding the nature of ADHD can help parents, teachers, and caregivers develop effective

strategies to manage these behaviours. This might involve providing structured opportunities

for physical activity throughout the day to help the child expend energy in a safe and controlled

manner. It could also include teaching self-regulation skills, such as deep breathing exercises or

mindfulness techniques, to help the child learn to control their impulses. Additionally, creating

an environment that is understanding, patient, and supportive can go a long way in helping a

child with ADHD navigate their daily challenges. (Att ) 4

ADHD can significantly impact a childcare centre. The child's hyperactivity and impulsivity can

disrupt the learning environment, requiring additional attention from the staff. Their learning

difficulties may necessitate individualized instruction or additional academic support.

Furthermore, their physical behaviours can pose safety concerns. However, it is crucial to

remember that these children are not intentionally disruptive. They are dealing with a

neurodevelopmental disorder that makes it challenging for them to control their behaviours.

Meeting the needs of a child with ADHD involves a multi-tiered approach, as outlined in the

Guidance Pyramid. At the pyramid's base are Universal Interventions, which include creating a
supportive and structured environment that promotes positive behaviour. This could involve

clear rules, consistent routines, and regular physical activity. The next tier, Targeted

Interventions, involves more specific strategies for children showing signs of ADHD. This could

include social skills training, behavioural coaching, and academic support. The top tier,

Intensive Interventions, is for children with significant challenges. This could involve

individualized behaviour plans, specialized instruction, and possibly referral for further

assessment and treatment. Collaboration with parents and professionals is crucial for ensuring

the child's needs are met throughout all these tiers. It is important to remember that every

child is unique, and interventions should be tailored to their strengths and challenges.

Several modifications to daily routines, such as nutrition breaks, lunch, free play at centres, and

circle time, can be beneficial for meeting the needs of a child with ADHD. Providing a calm,

quiet, and structured environment during nutrition breaks and lunch can help the child eat

mindfully, reducing overactivity and promoting better digestion. Balanced meals with complex

carbohydrates, proteins, and healthy fats can also help manage energy levels, keeping the child

satiated and focused throughout the day.

For free play at centres, structured activities with clear rules and objectives can help positively

channel the child's energy. This could involve games that require turn-taking, which can

improve patience and impulse control. Incorporating physical activities, such as outdoor play or

sports, can also be beneficial as it allows the child to expend energy in a controlled and safe

manner, reducing restlessness when focus is required.

and engaged. These tools can give the child a physical outlet for their energy without disrupting

the group. Allowing brief movement breaks at regular intervals can also help manage

restlessness. These breaks can serve as a reward for periods of focused activity, motivating the

child to engage in the task.

These modifications, tailored to the child's needs, can create a supportive and understanding

environment catering to their unique challenges and strengths. By implementing these

strategies, we can help children with ADHD navigate their day more effectively, enhance their

learning experience, and promote positive social interactions.

In conclusion, ADHD is a complex neurodevelopmental disorder that presents unique

challenges and requires a comprehensive, individualized approach. The behavioural, learning,

and physical difficulties associated with ADHD are not indicative of a child's potential but are

manifestations of the disorder. Understanding the interplay of environmental and biological

factors in ADHD can help reduce stigma and promote empathy. Modifications to the childcare

environment, including nutrition breaks, free play, and circle time, can create a supportive

atmosphere that caters to the child's unique needs. By employing a multi-tiered approach as

outlined in the Guidance Pyramid, we can ensure that every child with ADHD receives the

support they need to thrive. As we continue to learn more about ADHD, we must apply this

knowledge to create inclusive environments where every child can succeed.

https://www.adhdawarenessmonth.org/reliable-resources/

CHADD - Improving the lives of people affected by ADHD 1

Are there environmental causes of ADHD? (medicalnewstoday.com) 2

Ages 0-6 yrs - CADDAC 3

Attention-deficit/hyperactivity disorder (ADHD) in children - Symptoms and causes - Mayo Clinic

https://caddac.ca/about-adhd/ages-0-6-yrs/
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