THE EVALUATİON OF TEACHERS’ KNOWLEDGE ABOUT COGNİTİVE DEVELOPMENT CHARACTERİSTİCS OF CHİLDREN BETWEEN 6-12 AGED AND ATTENTİON DEFİCİT AND HYPERACTİVİTY DİSORDER (ADHD) RECOGNİTİON COMPETENCİES
ÖĞRETMENLERİN 6-12 YAŞ ARASI ÇOCUKLARIN BİLİŞSEL GELİŞİM ÖZELLİKLERİNİ BİLME VE DİKKAT EKSİKLİĞİ VE HİPERAKTİVİTE BOZUKLUĞU (DEHB) TANIMA YETERLİLİKLERİ İNCELENMESİ

Author : Dilek ULUDAŞDEMİR - Sibel KÜÇÜK - Hale AYDIN - Tutku KIRÇI - Esra KİBAR
Number of pages : 229-241

Abstract

The aim of this study was to investigate the knowledge level of teachers about the cognitive development characteristics of 6-12 years old children and to evaluate their Attention Deficit and Hyperactivity Disorder recognition competencies. Data were collected with 6-12 aged cognitive development data form and Attention Deficit and Hyperactivity Disorder Recognition Competence Scale. In the evaluation, Mann Whitney U and Kruskal Wallis tests were used. 39.6% of the teachers who participated in the study were between 34-43 years of age, 84.7% of them were working as class teachers, 37.9% of them had 11-20 years working years. 45.3% of the teachers make literature search about the cognitive development of children between 6-12 years old and apply the most written resources , 58.1% were educated in children's cognitive development after undergraduate education, most of them during pedagogical formation education. The mean score of the Attention Deficit and Hyperactivity Disorder Recognition Scale was 8.04 ± 2.57 and there was a statistically significant difference between age, working years. The knowledge level of teachers about cognitive development of children between the ages of 6-12 is not sufficient. It may be advisable to support professional development with in-service trainings after undergraduate education.

Keywords

Attention Deficit and Hyperactivity Disorder, Child, Cognitive Development, Teacher

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