The aim of the final paper is to acquaint readers with the definition and details of ADHD disorder and to provide them with practical experiences related to this topic. Children with attention deficit hyperactivity disorder (ADHD) have the same predispositions for quality growth and development as children without this disorder if they are provided with the necessary help and support from educators, parents and the rest of the community. Quality upbringing of children with ADHD within kindergarten includes educators who are familiar with the child's individual needs and the ADHD disorder itself. It also includes educators who have the appropriate competencies to work with children with ADHD and have good cooperation with the child's parents, professional associates and others who can in any way contribute to better integration of the child with ADHD into the community. Furthermore, educators are obliged to recommend and advise parents on methods of working with a child with ADHD in order to ensure the best possible inclusion and acceptance of the child by the community. The child's future life depends on the child's earliest upbringing, so it is necessary to build a relationship full of trust and understanding with the child. The educator is obliged to acquaint the children in the group with the characteristics and abilities of the child with ADHD so that they too can treat the child appropriately and have an understanding for the child in certain situations. Many children enroll in a regular kindergarten program without knowing about the diagnosis they may have. It is the educator's job to see as early as possible the possibility of the persistence of some developmental difficulties so that they can be further worked on and the possibility of their further development prevented. In order for an educator to be able to make a diagnosis, he needs knowledge about ADHD disorder, its classification, and its symptoms.