ADHD u dječjem vrtiću

undergraduate thesis

• Title (english): ADHD in Kindergarten
• Author: Iva Džaja
• Mentor: Maša Malenica (mentor)
• Committee member: Maša Malenica (predsjednik povjerenstva)
• Committee member: Anita Pavičić Bošnjak (član povjerenstva)
• Committee member: Milan Stanojević (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2019-09-03, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; Clinical and Health Psychology

Abstract

ADHD- poremećaj pažnje s hiperaktivnošću jedan je od najčešćih poremećaja dječje i adolescentske dobi. To je kognitivni i bihevioralni poremećaj kojeg karakteriziraju hiperaktivnost, impulzivnost i nedostatak pažnje. Zahvaća 3-5 % djece, a dijagnoza je četiri puta češća kod dječaka nego kod djevojčica. ADHD se obično počinje javljati između treće i četvrte godine života, međutim simptomi se kod neke djece mogu uočiti i ranije. Djeca s ADHD-om svojim ponašanjem znatno odstupaju od svojih vršnjaka. To su djeca koja ne mogu mirno sjediti, nemirna su, stalno su u pokretu, teško se koncentriraju, često udaraju drugu djecu, teško kontroliraju nagone te su impulzivna. To su karakteristike koje djecu s ADHD-om najčešće dovode u probleme s okolinom. Često se zaboravlja kako hiperaktivna djeca imaju i svoje dobre strane. Takva djeca su puna novih zamisli, kreativna su, vole istraživati i prilagodljiva su. Ipak, neuklapanje u uobičajena pravila i odredbe društva na neki ih način čini nepogodnima. Da bi se izbjegla potpuna socijalna izolacija djeteta, potrebno je na temelju konkretnih simptoma otkriti poremećaj te postaviti odgovarajuću dijagnozu. Simptomi ADHD-a moraju biti prisutni prije sedme godine života i moraju trajati najmanje šest mjeseci u dva različita okruženja. U dijagnosticiranju i terapiji ADHD-a sudjeluje multidisciplinirani tim uz suradnju roditelja, odgajatelja i učitelja. Ignoriranje poremećaja kao i izostanak optimalnog liječenja ima razarajuće posljedice za djetetov razvoj, akademski uspjeh i formiranje u zdravo društveno biće. Osiguravanjem adekvatne pomoći te vodeći računa o djetetovim jakim i slabim stranama, obitelj, odgajatelji i stručnjaci mogu zajedno osigurati da dijete s hiperaktivnim poremećajem bude u mogućnosti voditi sretan i uspješan život.

Abstract (english)

ADHD- attention deficit hyperactivity disorder is one of the most common disorders of childhood and adolescence. It is a cognitive and behavioral disorder characterized by hyperactivity, impulsivity and inattention. It affects 3-5 % of children, and the diagnosis is four times more common in boys than in girls. ADHD usually begins to occur between the third and fourth year of life, however, symptoms in some children can be spotted earlier. The behavior of children with ADHD significantly deviates from the behavior of their peers. These are children who can not sit quietly, they are restless, constantly in motion, they are difficult to concentrate, often beat other children and it is difficult for them to control their impulses. These characteristic most often lead children with ADHD to problems with the environment. It is often forgotten that hyperactive children have their good sides. Such children are full of new ideas, creative, love to explore and are flexible. However, disregarding the usual rules and the provisions of the society in some ways makes them unsuitable. To avoid a complete social isolation of a child it is necessary, based on specific symptoms, to detect the disorder and set up an appropriate diagnosis. ADHD symptoms must be present before seventh year of life and must last at least six months in two different environments. In diagnosing and treating of ADHD, a multidisciplinary team participates in co-operation with parents, educators and teachers. Ignoring the disorder as well as the lack of optimal treatment has devastating consequences for the child's development, academic success and forming in a healthy social being. By providing adequate assistance and taking care about the child's strong and weak sides, family, educators and experts can together ensure that a child with hyperactive disorder is being able to lead a happy and successful life.

• Keywords: ADHD; poremećaj; dijete; odgajatelj; hiperaktivnost
• Keywords (english): ADHD; disorder; child; educator; hyperactivity
• Language: croatian
• URN:NBN: urn:nbn:hr:147:637665
• Study programme: Title: Undergraduate University Study of Early and Preschool Education; Study programme type: university; Study level: undergraduate; Academic / professional title: sveučilišni/a prvostupnik/ prvostupnica (baccalaureus/ baccalaurea) odgojitelj/odgojiteljica djece rane i predškolske dobi (sveučilišni/a prvostupnik/ prvostupnica (baccalaureus/ baccalaurea) odgojitelj/odgojiteljica djece rane i predškolske dobi)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2020-07-24 06:40:49