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

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 childhood educators’ knowledge of ADHD using a self-report Knowledge Questionnaire (ADHD-KQ). All participants worked in infant/child centers operated by municipalities Greece. Results point out lack fundamental about the causes, symptoms/diagnosis, cognitive deficits, interventions regarding ADHD. Among personal professional variables (years teaching experience, age, educational level) studied as predictors overall age was found only significant. Older seemed have better basic aspects suggest greater efforts must be made provide training specifically management with