Greek early childhood educators’ knowledge of attention-deficit/hyperactivity disorder

Iraklis Grigoropoulos

doi:10.37291/2717638X.202341209

Authors

Iraklis Grigoropoulos International Hellenic University https://orcid.org/0000-0001-5987-5483

DOI:

https://doi.org/10.37291/2717638X.202341209

Keywords:

Attention-deficit/hyperactivity disorder, Early childhood education, Greek context

Abstract

As more children enter preschool programs, there is an increasing need for early education professionals to recognize and understand Attention-Deficit/Hyperactivity Disorder (ADHD). This study examined 120 Greek early childhood educators’ knowledge of ADHD using a Greek self-report ADHD Knowledge Questionnaire (ADHD-KQ). All participants worked in infant/child centers operated by municipalities in Greece. Results point out early childhood educators’ lack of fundamental knowledge about the causes, symptoms/diagnosis, cognitive deficits, and interventions regarding ADHD. Among the personal and professional variables (years of teaching experience, age, and educational level) studied as predictors of overall knowledge about ADHD age was found as the only significant. Older participants seemed to have better knowledge regarding the basic aspects of ADHD. Results suggest greater efforts must be made to provide training specifically in the management of children with ADHD.

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