The Perceived Effectiveness of Full-Day Kindergarten for Children with ADHD

IF 3.3 4区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Canadian Journal of School Psychology Pub Date : 2021-07-21 DOI:10.1177/08295735211031435

Erica P. Miklas, Lindsey S. Jaber, Elizabeth M. Starr

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引用次数: 0

Abstract

ADHD is one of the most prevalent neurodevelopmental disorders, and the numbers only continue to rise. Ontario has implemented play-based FDK in the last decade, thus it is imperative that the perceived effectiveness of the program for children with ADHD is studied. In conducting this study, the researchers present and interprets educators’ perceptions of the FDK program and the perceived effectiveness of FDK for children with ADHD. Using an Ecological Systems Theory lens, semi-structured interviews were conducted with kindergarten teachers and early childhood educators from multiple cities throughout Southwestern Ontario to obtain their perceptions of Play-Based FDK and ADHD. The data were analyzed using Thematic Analysis (TA) and three themes emerged: (1) Knowledge and Understanding, (2) Benefits and Challenges of Play-Based FDK for Children with ADHD, and (3) Strategies Used to Promote Success. These themes encompassed the general lived experiences and knowledge that educators have on the effectiveness of the FDK program for children with ADHD. Limitations of the study and future areas of research are discussed.

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全日制幼儿园对多动症儿童的感知效果

多动症是最普遍的神经发育障碍之一，而且这个数字只会继续上升。安大略省在过去十年中已经实施了以游戏为基础的FDK，因此研究ADHD儿童项目的感知有效性是势在必行的。在进行这项研究时，研究者提出并解释了教育工作者对FDK项目的看法以及FDK对ADHD儿童的有效性。采用生态系统理论的视角，对安大略省西南部多个城市的幼儿园教师和幼儿教育工作者进行了半结构化访谈，以了解他们对基于游戏的FDK和ADHD的看法。采用主题分析法(Thematic Analysis, TA)对数据进行分析，得出三个主题:(1)知识与理解;(2)基于游戏的FDK对ADHD儿童的益处与挑战;(3)促进成功的策略。这些主题包含了一般的生活经验和知识，教育工作者对FDK项目对多动症儿童的有效性有看法。讨论了本研究的局限性和未来的研究方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Canadian Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Canadian Journals of School Psychology (CJSP) is the official journal of the Canadian Association of School Psychologists and publishes papers focusing on the interface between psychology and education. Papers may reflect theory, research, and practice of psychology in education, as well as book and test reviews. The journal is aimed at practitioners, but is subscribed to by university libraries and individuals (i.e. psychologists). CJSP has become the major reference for practicing school psychologists and students in graduate educational and school psychology programs in Canada.