Drawing on studies of young children with Attention Deficit/Hyperactivity Disorder (ADHD) that I haveconducted, I discuss in this article my developing ideas about empathy and intersubjectivity in culture. Ibegin by briefly explaining why I have studied young children with ADHD. I share some findings froma cross-cultural study of early childhood teachers’ perspectives on ADHD that I conducted a few yearsago. I then describe peer relations of children with ADHD based on both a review of relevant literatureand an initial analysis of my current study on young children considered at-risk of being diagnosed withADHD. I conclude with implications of these studies for reexamining the construct of empathy, buildingintersubjective pedagogy, and considering empathy and intersubjectivity in culture.
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