How Educational Environment Supports/Prevents the Development of Students with ADHD in Early Childhood

Siyu Yang

doi:10.62051/tgeyxx72

Authors

Siyu Yang

DOI:

https://doi.org/10.62051/tgeyxx72

Keywords:

Attention Deficit Hyperactivity Disorder; Early Childhood Development; Inclusive Education.

Abstract

The symptoms of attention deficit hyperactivity disorder (ADHD) will be reflected in the learning behavior, and then cause academic and social function impairment. This damage is also mitigated/accelerated by the protection of favorable/unfavorable educational environment factors. This study aims to understand the symptoms and manifestations of ADHD in early childhood, and to explore the mechanism of the impact of the educational environment on early ADHD children. Understanding ADHD symptoms in early childhood and how they relate to the educational environment can enrich the content of abnormal psychology, educational psychology, and developmental psychology. The results showed that symptoms of ADHD were highly detrimental to academic and social development in early childhood. However, the current general education environment with random classes is not conducive to the alleviation or treatment of ADHD children's adverse performance. Therefore, this article puts forward some suggestions to improve the educational environment of ADHD children from both families and teachers. The core is to change the way of teaching and guiding ADHD children and improve the family environment.

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References

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