ADHD in American Early Schooling: From a Cultural Psychological Perspective

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html

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25

Hyperactivity; Attention Deficit Disorders; Age Differences; Gender Differences; Child Development; Early Childhood Education; Preschool Teachers; Teacher Attitudes; Behavior Problems; Student Behavior; Clinical Diagnosis; Drug Therapy; Socioeconomic Influences; Racial Differences; Cultural Influences; Elementary School Teachers; Elementary School Students; Preschool Children; Kindergarten; Grade 1; Grade 2; Grade 3

10.1080/03004430701321852

0300-4430

In this article, I present a study conducted with 10 Southeastern US early childhood teachers on their views concerning problem behaviour, in general, and the practice of diagnosis and pharmaceutical treatment for Attention/Deficit Hyperactivity Disorder (ADHD), in particular. Themes that emerged from the interview data included: (1) teachers' perceptions of problem behaviour and ADHD largely overlapped as both were framed as disruption to instruction and hindrance to a child's and his peers' learning; (2) while teachers had a unanimous view of gender differences, there were conflicting perceptions about socioeconomic, racial/ethnic and age differences between children with and without ADHD; and (3) teachers highlighted more positive than negative effects of the use of medication for children with ADHD. I examine each of these findings from a cultural psychological perspective in an effort to understand how these teachers' views reflect goals, priorities and practices valued in contemporary US contexts. I conclude with implications for early childhood research and practice, arguing that future research conducted within a culture as well as across cultures by interdisciplinary researchers may contribute to developing a new framework that combines biological and cultural insights for a better understanding of child development. (Contains 1 tables and 1 note.)

Author

42

2008

EJ790644