Trastorno por déficit de atención con hiperactividad en la etapa de Educación Infantil
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2018-05-22
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Jaén: Universidad de Jaén
Resumen
El TDAH presenta una alta prevalencia en la población escolar. El estudio de esta
patología en la etapa de educación infantil ha recibido menor atención que en la primaria y
secundaria, siendo uno de los principales motivos la dificultad para discernir la
sintomatología del TDAH de los comportamientos típicos de los niños antes de los 6 años. Sin
embargo, una detección precoz y una rápida intervención pueden afectar positivamente al
desarrollo de estos síntomas, en dicha idea se basa el proceso de atención temprana. En este
trabajo se pretende hacer una revisión del TDAH, profundizando en las características propias
cuando el trastorno se manifiesta en la etapa de educación infantil. Además, se describe en
qué consiste la atención temprana y se acerca esta al TDAH, destacando la labor que el
contexto escolar y, más concretamente, el docente de educación infantil, tienen en la
prevención de la sintomatología de este problema.
The attention-deficit/hyperactivity disorder (ADHD) is a prevalent disorder in the school population. Research on this problem is more focused on Primary and Secondary Education than on Pre-primary Education, one of the main reasons for this situation is the difficulty to differentiate between the ADHD symptomatology and the normal child behaviours before the age of 6 years. However, an early detection and a fast intervention improve the development of symptoms. Early Childhood Intervention is based on this idea. This essay aims to review the ADHD, describing its characteristics when it shows up during the Pre-primary Education. Moreover, the Early Childhood Intervention is described, and the ADHD is conceptualized within it, highlighting the role that the school context and the Preprimary School teachers have in the prevention of this symptomatology.
The attention-deficit/hyperactivity disorder (ADHD) is a prevalent disorder in the school population. Research on this problem is more focused on Primary and Secondary Education than on Pre-primary Education, one of the main reasons for this situation is the difficulty to differentiate between the ADHD symptomatology and the normal child behaviours before the age of 6 years. However, an early detection and a fast intervention improve the development of symptoms. Early Childhood Intervention is based on this idea. This essay aims to review the ADHD, describing its characteristics when it shows up during the Pre-primary Education. Moreover, the Early Childhood Intervention is described, and the ADHD is conceptualized within it, highlighting the role that the school context and the Preprimary School teachers have in the prevention of this symptomatology.