Hyperactivity is a disorder of children's behavior, described for the first time in 1902, by Still. These are children who develop an intense motor activity, who move continuously, without all this activity having a purpose. They go from one place to another, being able to begin some task, but they leave quickly to start another, which in turn, they leave unfinished again.
Childhood hyperactivity is a very frequent disorder, statistics suggest that it affects about 3% of children under 7 years of age and that it is more common among boys, in a 4: 1 ratio. In general, recognizing a hyperactive child is quite simple because it keeps in constant movement throughout the day, even if it has no specific purpose. He is the typical child who goes from one place to another without paying too much attention to the activities he performs and who gets involved in many tasks but fails to finish any.
Behind a hyperactive child, sometimes, there may be the mark of a trauma. Falling into an unfortunate diagnosis could have very serious effects on the child's life.
The existence of hyperactive, impulsive children with attention problems has been documented since the 19th century. The British pediatrician Sir George Frederic Still (1868-1941) was the first to describe this condition. To this day, both clinical psychologists and psychiatrists continue to defend the reality of ADHD.
However, there is a fact that they emphasize above all things: the need to make a correct diagnosis.
It is very difficult to concentrate on the same activity for a long period of time. It passes from one task to another with ease, almost always leaving the previous activity unfinished.
He has difficulties to dedicate himself to leisure activities that are not active, such as reading and painting. When it does, it usually leaves them half-hearted because they quickly lose their appeal.
He is easily distracted by stimuli that for other children are irrelevant or barely noticeable, which indicates that his ability to concentrate is very limited.
He has difficulties in complying with the rules and maintaining daily habits, both at home and at school, which is why he usually has a disobedient behavior.
He is usually very impulsive, almost always anticipating events. For example, when you are asked a question, you respond even before the person has finished speaking. In fact, a hyperactive child often has difficulty listening to others and waiting their turn, both in a game and when making a line.
He exerts a very poor control over his behavior by what he usually says and does what he thinks, without reflecting on the consequences. This characteristic causes problems in his social relations because it is a frequent reason for fighting with his friends and in some cases can become the basis of future antisocial behavior.
It is usually kept in constant movement. While sitting, move your hands and feet as you can not be completely calm, even if they ask for it.
Behind a hyperactive child there is not always ADHD (attention deficit disorder with or without hyperactivity)
There are nervous, small children who present challenging, violent and disruptive behavior in class. Likewise, and on the other hand, there are also children who are restless and unable to display all their cognitive potential because the conditions of the classroom do not fit their educational needs.
In this case we have two very different realities that can not be labeled in the same way under the term ADHD. And this is where the real root of the problem opens up. Not all students who are lazy, unruly, upset or tending to tantrums may fall into the same category. They will benefit greatly from a specific curricular adaptation for this behavioral syndrome.
However, other children will need other assistance. Because sometimes, behind a hyperactive child lies a trauma. In these cases, neither school adaptations nor medications can fix, for example, an abusive, chaotic or unstructured family environment.
Therefore, detecting the existence of this type of realities at an early age is therefore essential.
Because inattentive, impulsive and nervous behavior does not respond in 100% of cases to ADHD and this is something that educators should know as well as anyone who works daily with children.
Sometimes, behind the hyperactive child, there is adversity, family suffering and childhood stress.
In this way, good professionals, child psychiatrists and clinical psychologists know well that any evaluation also includes the family and that sometimes complex environment in which some children live.
To facilitate coexistence with children diagnosed with ADHD, it is recommended that parents define clear rules, establishing prizes and consequences for certain behaviors of the child.
It is also advisable to divide the tasks that the youngest children should do in steps or minor sequences so that they do not become overwhelmed and stop doing them, as well as teaching them to review said work. Providing them with a clock or stopwatch so that they understand the time they have to dedicate to each thing is also useful, as well as establishing routines and schedules so that they perform the same activities daily and in the same order, so that they are predictable and stable over time. .
There are foods that stimulate nerves and anxiety, such as refined sugars, fats and, mainly, industrial pastries. These products should be taken out of the children's diet at all costs, obviously with determination in cases of hyperactivity. Because this type of food strengthens anxious behavior and irritation, promoting the child's stress.
On the other hand, there are also suggested foods for children with Hyperactivity (ADHD). These are some perfect foods to minimize the nervousness and agitation of these children. Such as:
Vegetable oils.
Fish like salmon or tuna
Tomatoes, soy, nuts, citrus fruits, vegetables or red fruits.
Dietary guidelines for the child with hyperactivity
Obviously a healthy and balanced diet is the perfect diet for all children, without exception. However, in children with hyperactivity it is vital, because these children usually present feeding difficulties. As a result of the absence of chewing or nervousness when eating.
To sweeten the food without resorting to sugar we have honey, which at the same time is the main element in desserts. We can also include the child in the preparation of meals, applying easy-to-make, healthy and entertaining infant formulas. The good atmosphere at the table is essential so that the child does not feel nervous when eating.
