GANGGUAN INTERAKSI SOSIAL PADA ANAK USIA DINI DENGAN ADHD DI PAUD HARSYA CERIA

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder commonly found in early childhood and may affect children's social interaction abilities. This study aims to analyze social interaction disorders experienced by a five-year-old child with the initials H at PAUD Harsya Ceria. The study employed a descriptive qualitative approach using observation, interviews, and documentation techniques. Data were collected through direct observation of the child, interviews with teachers and parents, and supporting documentation. The findings revealed that H experienced difficulties in maintaining attention, controlling impulsive behavior, and interacting effectively with peers. The child frequently interrupted conversations, had difficulty waiting for turns, and tended to prefer solitary play activities. However, teacher assistance through interactive learning strategies, positive reinforcement, and collaboration with parents contributed positively to the gradual improvement of the child's social interaction skills. Therefore, continuous cooperation between teachers and parents is essential in supporting the social and emotional development of children with ADHD in early childhood education settings.