Transtorno do Déficit de Atenção/Hiperatividade e educação infantil: atenção precoce ao neurodesenvolvimento

Abstract

ADHD is a neurodevelopmental disorder with a neurobiological basis, frequently associated with deficits in executive functions. These difficulties can interfere with skills such as inhibitory control, working memory, and cognitive flexibility. Symptoms of ADHD are characterized by manifestations of inattention and/or hyperactivity and impulsivity, which can result in significant impairments in school life. This study aimed to investigate indicators of ADHD in early childhood, as well as to propose pedagogical strategies that contribute to overcoming the negative impacts of the disorder on child development. This is a translational research in education, which articulates theory and practice, in which scientific knowledge is concretized in action through the construction of the Pedagogical Guide "Between Movement and Attention: Educating with ADHD in Childhood," intended for early childhood education teachers. The study used a qualitative approach, through the data obtained throughout the investigative process. The data collection instruments were two questionnaires: one to understand the demands and pedagogical strategies in Early Childhood Education, and the other to evaluate the educational resource developed in the form of a Pedagogical Guide. The participants in the research were 29 Early Childhood Education teachers from the Municipal Education Network of Ponta Grossa – PR, 20 of whom evaluated the Guide. The main result of the study is the development of a Pedagogical Guide, evaluated using a Likert scale of 1 to 5 points, which analyzed four categories: format, functionality, content, and applicability, with the aim of improvements and adjustments to the Guide. The evaluation of the Educational Resource obtained a score of 4.9 on the Likert scale, close to excellent, demonstrating that the Educational Resource has the potential to serve as a facilitating instrument for the development of inclusive teaching practices. The study results show that Translational Research in Education was fundamental in articulating the theoretical framework with the indicators obtained from the participants, resulting in the development of an educational resource for the prevention and minimization of the impacts of ADHD in early childhood. The evidence indicated that environmental adaptations and structured routines improve the engagement of students with ADHD; furthermore, that teacher training is a fundamental pillar for the implementation of these practices, confirming the need for approaches that integrate theoretical knowledge and practical applicability in the daily school routine.