Influence of Peer Pressure in Preschool children With Attention Deficit, Hyperactivity Disorder and Development of Their Social Skills

U ovom završnom radu predmet istraživanja jest razvoj socijalnih vještina i utjecaj vršnjaka kod predškolskog djeteta s poremećajem aktivnosti i pažnje. Cilj rada je pobliže se upoznati sa samim pojmom ADHD-a, odgojno-obrazovne integracije i inkluzije. Također, razjasnit će se odnos okoline u kojoj djeca s poremećajem aktivnosti i pažnje žive kao i način na koji ta ista okolina promatra, doživljava i utječe na predškolsko dijete s poremećajem aktivnosti i pažnje te način na koji su obitelj, odgojitelji, a posebno vršnjaci uključeni. Poseban naglasak se stavlja na razvoj socijalnih vještina i odnosa s vršnjacima. U empirijskom dijelu rada provedena je Skala socijalnih vještina kojom su obuhvaćeni odgojitelji u predškolskim ustanovama na području Karlovca, a u zaključku rada iznosi se značaj ove problematike kojom se želi podići razina razumijevanja ponašanja ove populacije djece, kao i shvaćanja uzroka i posljedica njihovog neuspjeha u socijalnoj integraciji.The main research goal of this thesis is to show the influence of peer pressure in preschool children with attention deficit hyperactivity disorder, as well as the development of their social skills. Furthermore, the author aims to clarify the terms ADHD, educational integration and educational inclusion. The relationship between children with ADHD and their social environment is also a major point of interest. Specifically targeted is the way in which the social environment experiences and influences children with the disorder, with emphasis on their family ties and relations with teachers, pedagogues and peers. The empirical part of the thesis contains a survey that was taken by educators of preschool institutions in Karlovac. The survey was conducted in the form of a rating scale of the children’s social skills. The conclusion attempts to remind the reader of the importance of this topic, and to raise awareness of this mental disorder so that we might better understand the behavioral patterns of children with ADHD. Finally, the author points out the causes and consequences of failed social integration of such children