A child is constantly moving, interrupting, unable to sit still, quickly switching between activities, and seemingly living at a high speed. For preschool age, such dynamics are a part of development, as it is through movement and interaction with the environment that children learn about the world. At the same time, behind these manifestations sometimes lie specific characteristics of the nervous system that require a closer look from adults.
In daily practice, especially in the kindergartens of the A+ Educational Holding, this is one of the most frequent topics of conversation with parents. It is important to understand the nature of the child’s behavior in time and choose a way of interaction that will help them.
Hyperactivity or Hyperactivity Disorder (HD) is a condition in which it is difficult for a child to regulate attention, movement, and impulses. The focus is on the ability to manage one’s own activity and withstand the stress provided by the environment.
How to Identify Hyperactivity
Hyperactivity manifests as repetitive behavior observed in various situations: at home, in kindergarten, during lessons, or while communicating with other children.
There are three key aspects in focus:
- the child’s ability to concentrate
- the level of impulse control
- the ability to complete started actions
There is an important point that adults often underestimate. As Maryna Stepanenko, Director of Respublika Kids kindergarten, explains:
“Children with hyperactivity disorder seem very active to us, and we, as adults, decide to direct this activity in the right direction by adding even more activities for the children. But this is the trap: in reality, the nervous system of such children is overstimulated. Therefore, it is necessary to control the children’s schedule and workload. Activity is not just about an excess of energy; it is also about overfatigue.”
In other words, high mobility is sometimes a reaction to overload, rather than an indicator of “excess strength.”
How to Recognize a Hyperactive Toddler
Characteristic patterns gradually form in the child’s behavior. They may lose focus even during interesting activities, interrupt, not wait their turn, quickly abandon what they started, move constantly without a clear goal, or react sharply to events.
We are talking about difficulties with regulation that become noticeable in everyday life.
Maryna Stepanenko describes this well:
“What difficulties does a child with hyperactivity syndrome face: they are very active; they react too violently and impulsively to the world around them; they are often upset or offended; they receive many remarks from the adults around them; it is difficult for them to make friends or communicate due to their impulsivity or inconsistency; it is hard for them to concentrate and they are easily distracted from any activity; selective attention.”
Inside this state, there is often tension and a feeling that the efforts made do not yield the desired result.
Normal Child Activity: What Is Considered Typical Behavior
Preschool age is associated with constant movement and high engagement in everything new. Children quickly switch attention, talk a lot, react emotionally, and rarely stay in one position for long. Such behavior naturally corresponds to the stage of development.
In the kindergartens of the A+ Educational Holding, as in any high-quality educational environment, this is taken into account when building the day: activity alternates with rest, lessons with movement, and workload with recovery.
Balance is key here. Maryna Stepanenko emphasizes:
“Daytime sleep and rest are paramount in children’s development. Children’s nervous systems must rest.”
When the routine is disrupted and the child does not have time to recover, even typical age-appropriate behavior can look excessive.
When Behavior Goes Beyond the Norm
The guideline is quite practical: behavior begins to affect the child’s quality of life.
Situations repeat regularly: difficulties arise with learning, following instructions, adhering to game rules, building relationships, and even with basic safety. In such cases, it is important not to delay observation and pay attention to the consistency of the manifestations.
How to Distinguish Temperament from Hyperactivity Syndrome
Temperament determines a child’s behavioral style. They may be emotional, mobile, and quick in reactions, but at the same time, they are able to respond to an adult, calm down, and complete a task with support.
Hyperactivity syndrome is associated with self-regulation difficulties that do not depend on the situation or mood. That is why the reaction of adults should be based on creating conditions in which it is easier for the child to cope with the load.
How to Help a Child with Hyperactivity
Effective help is based on clear rules and a daily schedule.
A clear rhythm of the day helps reduce tension, short instructions facilitate perception, and visual cues provide a sense of control over the process. It is also important to consider the need for movement, but without overloading, and to incorporate regular breaks for recovery.
Maryna Stepanenko describes this as a system:
“For such children, the following is necessary: external control from adults until it changes to internal control with age (help, monitoring, reminders, etc.); visual charts and schedules that give a sense of control and help react better to changes; time for rest; an individual approach to performing tasks; the ability to change positions during lessons; children react better to short tasks with clear instructions and quick positive reinforcement; develop and implement a system of rewards and positive support, as children put in a lot of effort to meet requirements and expectations. It is important to organize sensory breaks for children, do relaxation and deep breathing exercises, and use sensory toys in play.”
Educational Environment: What Matters
The environment directly affects the child’s condition.
It is important to reduce the number of unnecessary stimuli, organize the space through zoning, provide a place for rest, and allow for movement within the learning process.
As Maryna Stepanenko notes:
“The educational environment should include a place for relaxation and calming down (a soft bean bag, a mat, a tent, etc.), where a child can spend time and switch gears or rest. Children with hyperactivity have a need for movement and changing positions, so physical activity breaks and movement-based tasks should be added to the lessons. Different zones in the room: separate tables, separate toys, zoning. Try to minimize factors around where the child sits. In the lesson area, there should be no pictures, flowers, children’s toys, crafts, etc.”
Such an environment helps reduce overload and supports concentration.
The Role of Parents and Educators
The result largely depends on the coordinated actions of adults.
Maryna Stepanenko emphasizes:
“Collaboration between educators and parents is key to children’s learning and development. Additionally, it is worth remembering that children need warm emotional contact, acceptance, and support.”
Daily interaction with the child is built not only on behavioral correction but also on support.
“And, most importantly, try to ignore minor negative moments more often and encourage positive ones while praising the children.”
Does a Child Outgrow Hyperactivity
With age, individual manifestations may change and become less noticeable. At the same time, the characteristics of self-regulation do not disappear completely but transition into other forms.
Without support, this can affect learning, organizational activities, and emotional state. With support, the child gradually learns to manage their behavior and find convenient ways for themselves to interact with the world.
Conclusion
Hyperactivity is about an increased load on the child and their nervous system. Adults can significantly influence how they cope with it.
When there is consistency, clear guidelines, and support, it becomes easier for the child to concentrate, interact with others, and engage in learning without constant internal tension.
