About the Journal
About the Journal
Editorial Board
Scientific Council
Ethical Code
Terms of the journal
GDRP - information on the processing of personal data
Indexing
Licenses & Access
Archive
For Authors
Publishing Policy
Technical instruction for the authors
Ethical Code for authors
Agreement CC BY-SA
Copyright statement
Review procedure
The procedure of reviewing
Ethical Code or Peer Reviewers
Reviewer's form
List of reviewers
Contact
About the Journal
About the Journal
Editorial Board
Scientific Council
Ethical Code
Terms of the journal
GDRP - information on the processing of personal data
Indexing
Licenses & Access
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.
REFERENCES (33)
1.
Adams, C. (2007). Girls and ADHD. Are you missing the signs? ADHD symptoms in teens: Your guide to warning signs & treatments for adolescents, 116 (6), pp. 31-35.
2.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.b....
3.
Banaszak, A. M. (2016). Równość szans edukacyjnych dzieci i młodzieży ze środowiska wiejskiego. Journal of Modern Science, 28 (1), pp. 105–124.
4.
Barkley, R. (2020). ADHD. Podjąć wyzwanie. Kompletny przewodnik dla rodziców. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.
5.
Bora, E. & Pantelis, C. (2016). Meta-analysis of social cognition in attention-deficit/ hyperactivity disorder (ADHD): Comparison with healthy controls and autistic spectrum disorder. Psychological Medicine, 46 (4), pp. 699–716.
6.
Carter, C. (2020). ADHD/ADD: jak pomóc dziecku ogarnąć chaos. Warszawa: Wydawnictwo Lekarskie PZWL.
7.
Curchack-Lichtin, J., Chacko, A., & Halperin, J. (2014). Changes in ADHD symptom endorsement: Preschool to school age. Journal of Abnormal Child Psychology, 42(6), pp. 993–1004.
8.
Frank, M., & Solden, S. (2023). Emocjonalne wsparcie dla kobiet z ADHD. Łódź: Feeria Wydawnictwo.
9.
Gałka, D. (2023). Trudno usiedzieć w miejscu czyli Dzieci z nadpobudliwością są wśród nas. Bielsko-Biała: Konrad Sobik.
10.
Goldstein, S., Gaub, M. & Carlson, C. (1997). Gender differences in ADHD: A metaanalysis of analysis and critical review. Journal of the American Academy of Child and Adolescent Psychiatry, 36, pp. 1036–1045.
11.
Grandin, T. (2023). Ja widzę to tak: osobiste spojrzenie na autyzm i zespół Aspergera. Gdańsk: Harmonia Universalis.
12.
Green, C. (2001). Zrozumieć ADHD. Warszawa: Biblioteka Uniwersytecka w Warszawie.
13.
Kamza, A. (2014). Rozwój dziecka. Wczesny wiek szkolny. Warszawa: Instytut Badań Edukacyjnych.
14.
Kołakowski, A. & Pisula, A. (2009). Sposób na trudne dziecko. Przyjazna terapia behawioralna. Sopot: Gdańskie Wydawnictwo Pedagogiczne.
15.
Law, E., Sideridis, G. & Sheridan, M. (2014). Attention-deficit/ hyperactivity disorder in young children: Predictors of diagnostic stability. Pediatrics, 133(4), pp. 659–667.
16.
Lee, S., Lahey, B., Owens, E. & Hinshaw, S. (2008). Few preschool boys and girls with ADHD are well-adjusted during adolescence. Journal of Abnormal Child Psychology, 36(3), pp. 373–383.
19.
Nadeau, K., Littman, E., & Quinn, P. (2016). Understanding girls with ADHD. How they feel and why they do what they do. Washington: Advantage Books.
20.
Nartowska, H. (1976). Wychowanie dziecka nadpobudliwego. Warszawa: Nasza Księgarnia.
21.
O’Brien, J., Dowel, I., Mostofsky, S., Denckla, M. & Mahone, E. (2010). Neuropsychological profile of executive function in girls with attention-deficit/hyper – activity disorder. Archives of Clinical Neuropsychology, 25 (7), pp. 656–670.
22.
Ohan, J. & Johnston, C. (2007). What is the social impact of ADHD in girls? A multi-method assessment. Journal of Abnormal Child Psychology, 35(2), pp. 239–250.
23.
Pink, R. & Emery, R. (2023). Brudne pranie: ADHD u dorosłych i jak sobie z nim radzić. Kraków: Insignis.
24.
Quinn, P. (2005). Treating adolescents girls and women with ADHD: Gender – specific issues. Journal of Clinical Psychology, 61 (5), pp. 579-587.
25.
Rucklidge, J. & Tannock, R. (2002). Neuropsychological profiles of adolescents with ADHD: Effects of reading difficulties and gender. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 43 (8), pp. 988–1003.
26.
Sciberras, E., Ohan, J. & Anderson, V. (2012). Bullying and peer victimisation in adolescent girls with attention-deficit/hyperactivity disorder. Child Psychiatry and Human Development, 43, pp. 254–270.
27.
Szabelska, E. (2023). Kompetencja językowa dzieci z ADHD. Lublin: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej.
28.
Szada-Borzyszowska, J. (2010). Dziecko z ADHD wyzwaniem dla nauczycieli i rodziców. In E. Jaszczyszyn, & J. (. Szada-Borzyszkowska, Edukacja dziecka – mity i fakty. Białystok: Trans Humana Wydawnictwo Uniwersyteckie.
29.
Szaniawska, M. (2010). Trudna diagnoza – dylematy rzetelnej oceny ADHD u dorosłych pacjentów. Cz. II: Procesy diagnozy i diagnoza różnicowa. Psychiatria i Psychologia Kliniczna, 10 (3), pp. 213-215.
30.
Wieczorek-Płochocka, W. (2020). Dzieci przewlekle chore w polskim systemie oświaty. Journal of Modern Science, 1/44, pp. 175-193.
31.
Willcutt, E., Pennington, B., Olson, R. & DeFries, J. (2007). Understanding comorbidity: A twin study of reading disability and attention-deficit/hyperactivity disorder. American Journal of Medical Genetics, 144B(6), pp. 709–714.
32.
Witeska-Młynarczyk, A. (2019). Dziecięce doświadczenia ADHD. Etnotgrafia spornej jednostki diagnostycznej. Warszawa: Oficyna Wydawnicza.
33.
Young, S. (2020). Females with ADHD: An expert consensus statement taking a lifespan approach providing guidance for the identification and treatment of attention-deficit/hyperactivity disorder in girls and women. Psychiatry, 20 (1), p. 404.
Share
RELATED ARTICLE
| eISSN: | 2391-789X |
| ISSN: | 1734-2031 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
