<![CDATA[Attention Deficit Hyperactivity Disorder (ADHD) significantly impacts early childhood learning, with children demonstrating difficulties in maintaining attention and focus during educational activities. This study investigated the effectiveness of structured sensory play based on Project-Based Learning (PjBL) in enhancing attention and focus among children with ADHD in kindergarten settings. An action research design following Kemmis and McTaggart's spiral model was implemented across two cycles with 17 children aged 4-5 years in Group A kindergarten, including one formally diagnosed ADHD participant. Each cycle comprised two sessions incorporating forest-themed projects with structured sensory activities. Data collection utilized structured observation checklists measuring attention duration, eye contact, instruction following, activity engagement, behavioral regulation, and task completion. Assessment employed a 4-point rating scale with success criteria established at 76-100% achievement levels. Significant improvements were observed across all participants. Pre-cycle assessment showed 47% of children in the "not emerging" category with no students achieving independent mastery. Following intervention, 94% of participants reached independent mastery levels in Cycle II. The ADHD participant demonstrated remarkable progress from 25% (not emerging) to 79% (emerging independently), successfully maintaining attention, following instructions, and completing projects with minimal assistance. The integration of sensory integration theory with constructivist learning principles created optimal conditions for attention regulation and executive function development. Results validate the effectiveness of combining therapeutic and educational approaches within inclusive classroom settings, offering educators time-efficient alternatives that address both academic and therapeutic objectives simultaneously.]]>
