The Role of Preschool Teacher in Providing Support to Children with Attention and Activity Disorder

Jedan od najučestalijih dječjih poremećaja u razvoju je poremećaj pažnje i aktivnosti. To je kognitivni i bihevioralni poremećaj koji karakterizira povećana hiperaktivnost, nepažnja te impulzivnost. Hiperaktivna djeca imaju poteškoće koje mogu uzrokovati ozbiljne probleme sebi, obitelji i drugim ljudima, ali su ona u svim drugim aspektima normalna djeca. Ona imaju misli, osjećaje, želje i snove, kao i svi drugi ljudi. Iako je izrazito važno da dijete s ovim poremećajem bude identificirano što ranije kako bi se njemu i njegovoj obitelji mogao pružiti adekvatan tretman, postoji jedan ozbiljan rizik dobivanja dijagnoze koji se sastoji u tome da se na dijete, jednom kada se postavi dijagnoza, često gleda isključivo u terminima te dijagnoze. Djeca s poremećajem pažnje i aktivnosti u prvom i najvažnijem pogledu su djeca, a ne poremećaj ili problem. Istraživanjem provedenim 2017.godine u svrhu završnog rada „Problemi socijalne integracije u djece s poremećajima aktivnosti i pažnje“ utvrđena je niska procjena odgojitelja o vlastitoj kompetentnosti za rad s tom djecom, uz istodobnu visoku razinu svijesti o specifičnostima teškoće koje podrazumijevaju suradnju svih sudionika odgojno-obrazovnog i rehabilitacijskog procesa te prilagodbu metodičko-didaktičkog pristupa na način koji će olakšati socijalizaciju te djece. Cilj ovoga rada je ispitati u kojoj mjeri odgojitelji koriste odgovarajuće strategije i prilagođavaju načine rada kako bi djeca s poremećajem aktivnosti i pažnje bila kvalitetno uključena u predškolski sustav odgoja i obrazovanja.Attention deficit hyperactivity disorder (ADHD) is one of the most common developmental disorders in children. It is a cognitive and behavioural disorder characterized by increased hyperactivity, inattention and impulsivity. Hyperactive children have difficulties that can cause serious problems for themselves, their family, and other people, but in all other aspects they are normal children. They all have thoughts, feelings, desires and dreams, just like other people. Although it is vitally important for a child with this disorder to be identified as early as possible to provide him and his or her family with adequate treatment, there is a serious risk of getting a diagnosis, which is that the child, once diagnosed, is often viewed exclusively in the terms of that diagnosis. Children with attention disorder and activity in the first and most important aspect are children, not a disorder or problem. In the research conducted in 2017 for the purpose of the final work "Problems of social integration in children with disabilities and attitudes", a low assessment of the educator on their own competence to work with these children was established while at the same high level of awareness of the specificities of the difficulties which imply the cooperation of all the participants of the educational and rehabilitation process and the adaptation of the methodological-didactic approach in a way that will facilitate the socialization of these children. The aim of this paper is to examine to what extent the educators use the appropriate strategies and adapt the ways in which children with disability and attention are well integrated into the preschool system of education