The Implementation of Early Detection of Child Development with ADHD at Aisyiyah Ceporan Kindergarten

Abstract

Early childhood development serves as a fundamental basis for shaping character and fostering future learning abilities. This study aims to describe the implementation of early detection of child development in children with indications of Attention Deficit Hyperactivity Disorder (ADHD) at Aisyiyah Ceporan Kindergarten. A qualitative approach with a case study design was employed. The research subjects consisted of classroom teachers, the principal, a psychologist and parents of children diagnosed with ADHD. Data were collected through observation, interviews and documentation, while data analysis utilized the Miles and Huberman interactive model. The findings reveal that the implementation of early detection at Aisyiyah Ceporan Kindergarten was carried out through teachers daily observations, behavioral recording of children, coordination with the principal, and psychological assessments. The main challenges encountered were teachers limited understanding of ADHD and parents resistance to acknowledging their child's condition. The school developed game-based learning strategies, individualized approaches, and intensive communication with parents. In conclusion, the implementation of early detection of child development in children with ADHD at Aisyiyah Ceporan Kindergarten has been conducted effectively and serves as a positive practice in promoting inclusive education.