ADHD in American Early Schooling: From a Cultural Psychological Perspective

Autor/in	Lee, Kyunghwa
Titel	ADHD in American Early Schooling: From a Cultural Psychological Perspective
Quelle	In: Early Child Development and Care, 178 (2008) 4, S.415-439 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Hyperactivity; Attention Deficit Disorders; Age Differences; Gender Differences; Child Development; Early Childhood Education; Preschool Teachers; Teacher Attitudes; Behavior Problems; Student Behavior; Clinical Diagnosis; Drug Therapy; Socioeconomic Influences; Racial Differences; Cultural Influences; Elementary School Teachers; Elementary School Students; Preschool Children; Kindergarten; Grade 1; Grade 2; Grade 3 + Suchen Sie Ihr Suchwort? Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Student behaviour; Schülerverhalten; Sozioökonomischer Faktor; Rassenunterschied; Cultural influence; Kultureinfluss; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	In this article, I present a study conducted with 10 Southeastern US early childhood teachers on their views concerning problem behaviour, in general, and the practice of diagnosis and pharmaceutical treatment for Attention/Deficit Hyperactivity Disorder (ADHD), in particular. Themes that emerged from the interview data included: (1) teachers' perceptions of problem behaviour and ADHD largely overlapped as both were framed as disruption to instruction and hindrance to a child's and his peers' learning; (2) while teachers had a unanimous view of gender differences, there were conflicting perceptions about socioeconomic, racial/ethnic and age differences between children with and without ADHD; and (3) teachers highlighted more positive than negative effects of the use of medication for children with ADHD. I examine each of these findings from a cultural psychological perspective in an effort to understand how these teachers' views reflect goals, priorities and practices valued in contemporary US contexts. I conclude with implications for early childhood research and practice, arguing that future research conducted within a culture as well as across cultures by interdisciplinary researchers may contribute to developing a new framework that combines biological and cultural insights for a better understanding of child development. (Contains 1 tables and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10