Finally the kindergarten starts
The kindergarten should be a place of joy, positive experiences and a meeting point for friends in a child-friendly environment for all children. Here the children are usually well looked after so that the parents can work, for example, and the child is encouraged in its development.
However, families with an ADHD child usually don’t get the hoped-for positive feedback about their child’s development. On the contrary, the parents are more likely to hear: the child is often too loud, likes to disturb other children, is impulsive, does not develop in an age-appropriate manner, should perhaps be used for occupational therapy and and and.
Great, and now?
No educator likes to say such a thing, but hardly any parent can really deal with negative feedback frequently. A child with ADHD or ADS symptoms realizes early on that it is "is different from others". It becomes unsafe, falls with "wrongdoing" on, receives more negative feedback and consequences than the other children. The child can hardly get out of their behavior patterns without support. The child and parents repeatedly find themselves in massive stressful situations, which increases worries.
Parents can learn to accept that their child’s development is different from that of most other children in kindergarten. It is helpful to look for ways to deal with the misconduct in a more stress-free / relaxed manner at an early stage. Of course, with the educators, the other children in kindergarten and especially in your own family, not everything can run relaxed and stress-free for 24 hours. Everyone has bad days and cannot deal with ADHD behavior in a constantly reflective and relaxed manner.
In spite of everything: The more often everyone manages to deal positively with the child and create a structured, positive framework, the easier it will be for the ADD / ADHD child to get out of a state of constant overwork and overexcitement.
Hooray, it’s finally going to school, right?
One day the child has to go to the school medical examination. The result is rarely really satisfactory for ADD / ADHD symptoms. Developmental delays, concentration problems, difficulties in regulating behavior, perception disorders, motor restlessness, impulsiveness, oppositional behavior. make relaxed schooling difficult.
Some of these topics are usually already available when you start school, sometimes they only really stand out when you start school. With a lot of commitment and the necessary medical reports, parents can implement a provision for their child and thus a year longer kindergarten. But one day the time has come, school is definitely around the corner.
The school choice for ADD / ADHD
Choosing the right school is an important step in getting through elementary school as successfully as possible. The regular school, one for a lot of children quality School form, can often not do justice to an ADD / ADHD child despite the current inclusion efforts. Children who are not socially and emotionally developed in an age-appropriate manner, who have problems with concentration and perception, and who therefore have learning difficulties and behavioral problems, sometimes need a special school framework.
An early application for special educational support or even a school attendant can be useful and make school start easier.
Most of the time, we are happy to assist with the application, e.g..
- School or
- School management and
An ADHD child is better off in a small, clearly structured primary school than in a large, multi-class school. There are primary schools that are more focused on inclusion and therefore offer smaller classes, integrative concepts and a higher personnel key. These schools can often include children with ADHD-symptoms enable a good school framework – but are correspondingly very popular and must therefore e.g. also reject children for educational and spatial reasons.
If the ADHD child e.g. If you notice oppositional behavior, strong developmental delays and resulting learning difficulties, then it is advisable to visit a special school for social and emotional development. As a rule, these schools have a very clearly structured concept, very small classes, a good personnel key, competent educators and generally the goal of making ADHD children fit for this "normal" To make school system.
Here is an information page of the Ministry for Schools and Continuing Education in NRW on the need for support for emotional and social development: https://www.schulministerium.nrw.de/docs/Schulsystem/Schulformen/Foerderschule/Foerderschwerpunkte/Emotionale/
Of course, this problem also applies to secondary school. Even if some behaviors from younger childhood change for the better through natural maturing processes, in many cases the troublesome difficulties caused by ADD / ADHD symptoms persist even in old age. The earlier the child is helped, i.e. the earlier it learns with them own Dealing with strengths and weaknesses, the higher the chance of being successful in a general secondary school.
ADHD and the "Regular school"
If the ADHD child is enrolled in a regular school without a suitable staff key and concept, then many strenuous discussions with parents, stress with homework, poor grades and possibly short training are inevitable.
It is really worthwhile to be open to medical and educational advice and recommendations in advance.
Even if each parent is understandably one "normal" Wishes way for his child, in the end it should be the goal to enable the ADHD child and thus the whole family to have a positive schooling.
Tip: Open and honest communication
Even if you prefer not to mention it, it is worth it – regardless of the type of school the family chooses – to speak honestly in advance with the school and class leaders about ADHD behaviors.
- Honest and open communication helps to create an important relationship of trust right from the start, so that we can pull together in school education.
- Even if this is often very difficult: it helps the child a lot if he experiences as little reproach at home as possible regarding school performance and his disruptive behavior – he does not feel comfortable in his role and is usually under a lot of school pressure.
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