Part 2 - ADHD Neurodiversity a Different Way: Early Signs and Characteristics in Young Children

Welcome back to our series, "ADHD and ADD: Neurodiversity a Different Way." In Part 1, we introduced ADHD and ADD through the lens of neurodiversity, understanding them as natural variations in brain wiring. Today, we'll explore how these neurodivergent traits might first become noticeable, focusing on their manifestation in young children.

Observing young children is a journey filled with energy, curiosity, and rapid development. All children are unique, and their behaviours naturally vary. However, sometimes, parents and educators may notice patterns of behaviour that seem consistently different from their peers and significantly impact their ability to navigate daily life, learning, and social interactions. These observations can sometimes point towards neurodevelopmental differences like ADHD or ADD.

It's important to approach these observations with understanding and curiosity, not judgment. From a neurodiversity perspective, these aren't necessarily "problems" but rather indicators that a child's brain is processing information and regulating behaviour in a different way.

Early Signs and Characteristics in Young Children: Common Manifestations in Early Childhood: While every child is an individual, and the presentation of ADHD/ADD varies greatly, some common characteristics might be observed in young children:

• Differences in Activity Levels: This is often the most visible sign. A child might seem to have boundless energy, constantly on the go, running, climbing, or fidgeting even in situations where others are seated. Conversely, some children, particularly those with the predominantly inattentive presentation, might be less physically restless but internally feel a similar sense of disquiet or difficulty settling.

• Challenges with Attention Regulation: It's not that young children with ADHD/ADD can't pay attention at all; often, they can focus intensely on activities they find highly stimulating or interesting (this is sometimes referred to as hyperfocus). The challenge lies in regulating attention – sustaining focus on tasks that are less engaging, being easily distracted by external stimuli (sights, sounds), or having difficulty shifting attention from one task to another. For the predominantly inattentive presentation, this might look more like being easily distracted, forgetful, losing things, or difficulty following instructions that aren't highly structured.

• Increased Impulsivity: This can manifest as difficulty waiting for their turn, interrupting others frequently, blurting out answers before questions are finished, or engaging in actions without considering the potential consequences (e.g., running into the street without looking, climbing dangerously). This relates to differences in the brain's ability to inhibit immediate responses.

• Emotional Regulation Differences: Young children with ADHD/ADD may experience emotions intensely and have difficulty managing their reactions. This can lead to more frequent or intense temper tantrums, frustration, or meltdowns compared to peers, particularly when faced with transitions, disappointment, or perceived failure.

• Social Interaction Differences: While not a core diagnostic criterion, the characteristics of ADHD/ADD can impact social interactions. Impulsivity might lead to interrupting or difficulty with social cues. Challenges with attention might make it hard to follow group games or conversations. High energy levels might be perceived differently by peers.

Understanding the Context: It's vital to remember that many of these behaviours are typical for all young children at times. The difference for a child with ADHD/ADD lies in the persistence, intensity, and pervasiveness of these characteristics across different settings (e.g., at home, at school, with friends) and their impact on the child's functioning and development.

From a neurodevelopmental perspective, these characteristics arise from differences in brain development and function, affecting areas responsible for self-regulation and executive functions. Understanding this can help us respond with empathy and strategies that support the child's unique needs, rather than attributing behaviours to defiance or poor behaviour.

The Importance of Professional Assessment: Observing these characteristics can be the first step, but it is crucial to emphasise that only qualified professionals, such as paediatricians, child psychologists, or psychiatrists, can provide a formal diagnosis of ADHD or ADD. They use comprehensive evaluations, gathering information from parents, educators, and the child themselves, to determine if the child's profile aligns with diagnostic criteria and to rule out other potential factors.

Recognising and understanding these early signs is about gaining insight into how a child experiences the world. It opens the door to providing appropriate support and creating environments where their unique strengths can be nurtured.

In our next post, we will shift our focus to adulthood and explore what it's like living with ADHD and ADD as an adult in a neurotypical world. Stay with us as we continue to explore "ADHD and ADD: Neurodiversity a Different Way."