Preschool Hyperactivity

Hyperactivity refers to an enduring set of behaviours
characterized by developmentally inappropriate levels
of restlessness, inattention and impulsiveness.
Children who typically show these behaviour patterns
experience frequent disruptions in family and peer
relationships, and are at risk of long-term
impairments in social adjustment. Despite recognition
of the early origins of these behavioural
difficulties, very little academic literature exists
on the family and social contexts of preschool
children with hyperactivity. A better understanding
of the effects of these contexts is important in
order to fully account for the developmental
trajectory of hyperactive behaviour problems. This
book highlights the wide range of peer difficulties
associated with preschool hyperactivity. It also
highlights the need to examine more closely the role
of parenting behaviours in shaping the course,
prognosis, and treatment outcomes in relation to the
behavioural and social adjustment of preschool
children with hyperactivity. The content will be of
interest to developmental and child clinical
psychologists; early childhood education researchers
and professionals; and students in these areas.

Autorentext
Louise J. Keown, Ph.D, is a Senior Lecturer in Child and Adolescent Development at the Faculty of Education, University of Auckland. She is a developmental psychologist whose research interests focus on the impact of parenting on young children's social and behavioural development, with particular emphasis on preschool behaviour problems.

Klappentext
Hyperactivity refers to an enduring set of behaviours characterized by developmentally inappropriate levels of restlessness, inattention and impulsiveness. Children who typically show these behaviour patterns experience frequent disruptions in family and peer relationships, and are at risk of long-term impairments in social adjustment. Despite recognition of the early origins of these behavioural difficulties, very little academic literature exists on the family and social contexts of preschool children with hyperactivity. A better understanding of the effects of these contexts is important in order to fully account for the developmental trajectory of hyperactive behaviour problems. This book highlights the wide range of peer difficulties associated with preschool hyperactivity. It also highlights the need to examine more closely the role of parenting behaviours in shaping the course, prognosis, and treatment outcomes in relation to the behavioural and social adjustment of preschool children with hyperactivity. The content will be of interest to developmental and child clinical psychologists; early childhood education researchers and professionals; and students in these areas.