Educational Management Strategies for Children with ADHD in Preschool Education

gaowa Siqin

doi:10.54097/jeer.v4i3.11374

Authors

gaowa Siqin

DOI:

https://doi.org/10.54097/jeer.v4i3.11374

Keywords:

Preschool Education, Children with ADHD, Education Management Strategy, Family Environment, School Education, Comprehensive Intervention

Abstract

This paper aims to explore the education management strategies for children with ADHD in preschool education. Children with ADHD often face learning and social difficulties in the preschool stage and need specific support and management strategies. Through the literature review, this paper puts forward an education management strategy for children with ADHD from the perspective of family environment, school education and comprehensive intervention to promote their learning and development. This study aims to provide useful references for educators and parents to better meet the needs of children with ADHD.

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References

Chen Jie and Zhang Ming. (2018). Research on family education countermeasures for children with preschool ADHD. Special Education in China, (8), 45-49.

Wang Fang, Zhang Li, Xu Hong. (2019). Study on the impact of small-class management on children with preschool hyperactivity. Special Education in China, (6), 62-66.

Liu Xue, Zhu Lin. (2020). Research on the application of cognitive behavioral therapy in the education of children with preschool hyperactivity disorder. Research and Practice of Special Education, (1), 72-76.