Desarrollo de estrategias para niños con trastorno de deficít de atención e hiperactividad de 4 a 5 años
Educating in inclusiveness, starts the way to generate great changes in Education, by offering equal opportunities to all children; From the analysis of a preliminary research, Attention Deficit Hyperactivity Disorder (ADHD) is taken into account as a current educational problem, which significantly...
-д хадгалсан:
| Үндсэн зохиолч: | |
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| Формат: | bachelorThesis |
| Хэл сонгох: | spa |
| Хэвлэсэн: |
2022
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| Нөхцлүүд: | |
| Онлайн хандалт: | http://repositorio.utc.edu.ec/handle/27000/9012 |
| Шошгууд: |
Шошго нэмэх
Шошго байхгүй, Энэхүү баримтыг шошголох эхний хүн болох!
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Шошго нэмэх | Тойм: | Educating in inclusiveness, starts the way to generate great changes in Education, by offering equal opportunities to all children; From the analysis of a preliminary research, Attention Deficit Hyperactivity Disorder (ADHD) is taken into account as a current educational problem, which significantly affects learning. It is oriented to raise a proposal with the objective of contributing to the integral development of children from 4 to 5 years old with ADHD and make functional the 5 areas of development, through pedagogical strategies, such as training workshops for teachers and parents, to improve the school performance of children in the classroom and reinforcement at home. Establishing a clear content, through the conceptualization of variables that affect the study, with a qualitative approach that focuses on the interpretation of human behavior; In this way, a dynamic workshop SOMOS ÚNICOS, SOMOS GENIOS, SOMOS TDAH is designed, with flexible and fun activities, of constructivist character, which leads to improve the teaching-learning process, emphasizing the interaction and school coexistence, therefore, in the opinion of experts, the feasibility of the proposal is guaranteed with positive results, by highlighting the adaptability, creativity, accessibility and inclusiveness in each of the activities for its learning context and improving symptoms characteristic of mental disorder, distinguished by the value of promoting the participation of the educational trilogy, generating equal opportunities, to contribute to academic and social change. |
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