Abstract:

The transition from the family home to kindergarten, as well as the subsequent period of adjustment within the preschool setting, represents a sensitive phase for both children and their parents and is therefore marked by numerous challenges in educational practice. The level of challenge is further heightened in situations involving children with special needs and specific developmental difficulties. One such difficulty addressed in this paper is attention deficit hyperactivity disorder, with a focus on possibilities to facilitate adjustment among children experiencing attention- and hyperactivity-related challenges. Following the theoretical section, which outlines the core characteristics of this developmental disorder, the paper describes the nature of transitional periods in childhood and the adjustment processes in kindergartens, having in mind the J.E.D.I. curicullum. Due to the difficulty itself, children with attention deficit/hyperactivity disorder often face additional difficulties in regulating emotions and behavior in new situations, which considerably complicates educational work both with the child and with other children in the group. Early childhood educators play a crucial role during transitions and adjustment, as their competencies significantly determine the child’s level of adjustment and his or her well-being. The primary aim of this study was therefore to analyse the key characteristics of preschool teachers’ educational practice during the adjustment of children with attention and hyperactivity difficulties. To address this research aim, a semi-structured interview was conducted with a female early childhood educator (54 years old) working in a kindergarten in the Split-Dalmatia County, with 27 years of professional experience. The collected responses were analysed in relation to the developmental and educational needs of children with attention and hyperactivity difficulties, and the following findings emerged. It is essential that educators closely monitor the child’s needs and habits, as well as the transition and adjustment process, and guide the child in the most positive and supportive manner possible. Communication between the child and the educator is of paramount importance, as is communication between educator and parents. Reactive behavior is common and should be addressed with calmness and a positive, reassuring approach. Over time, the child gradually learns to accept themselves and others in the new environment and to regulate their own emotions and behavior. Adjustment can be significantly facilitated by parents, who serve as key partners to early childhood educator. The quality of children’s transitions and adjustment is strongly shaped by their individual characteristics, particularly when developmental difficulties such as attention deficit and/or hyperactivity are present. These types of adjustments are characterized by a range of specific features that require careful observation and documentation, forming the basis for developing individualized educational approaches. To conclude, the significant contribution of this study lies in its presentation of practical experiences working with children with attention and hyperactivity difficulties, offering meaningful implications and guidelines for educational practice aimed at facilitating the adjustment of diverse in kindergarten.

Keywords:

Adjustment in kindergarten, attention deficit hyperactivity disorder, children of an early and preschool age, early childhood educators, educational activities, children’s well-being.