Estrategias activas de enseñanza - aprendizaje para niños, 2do y 7mo con trastornos de déficit de atención e hiperactividad, Escuela Juan Montalvo, cantón Pasaje,2021 - 2022.

Abstract

The central purpose of the research lies in the development of the methodological proposal for students with attention deficit hyperactivity disorder of the "Juan Montalvo" basic education school in the city of Pasaje, 2021-2022. The present investigation arises from a problem evidenced during the pre-professional practices and in the host institution, the problem lies in the classrooms of the educational institution in question: starting from a descriptive approach oriented with the purpose of pointing out relevant aspects of the theme in question, likewise, it responds to a quantitative-qualitative field study, reinforced in the use of techniques and tools to collect information; Therefore, theoretical methods have been used to carry out the accredited research in accordance with the projected objectives. In addition, the analytical-synthetic method was used, which allowed the analysis of factors, characteristics and relationships that intervene in the problem. On the other hand, it is characterized by bibliographical research, since the information was collected and selected through secondary sources and the review of scientific articles from which the information is extracted for its analysis and interpretation of theoretical understandings and in this way have a broader view of the causes and consequences of attention deficit hyperactivity disorder in the teaching-learning process in children. The scope of the investigative study is descriptive, since it allows to demonstrate the identification of the problem through the study of its variables, in order to obtain an accurate evaluation of the object of study. By defining content, it codifies the basic premises of the study, that is, by contextualizing variables, the strategies used by the instructions for teaching are reflected. For the foundation of the development of the investigation, the analytical method was taken as a reference, for the interpretation of contents according to the problem posed, in addition, the hermeneutic and deductive method. From the results of the research, it can be mentioned that the applicability of factors that directly affect, such as pedagogical models, methodology and others, must be exercised in the most specific way possible to generate changes in the student's cognitive domain, and this has skills that help him get out of the educational context, in addition to carrying out the summary of education. Among the main findings, it can be concluded that children with ADHD have poor control of movement, this prevents them from paying attention and affects the ability to remember aspects that cause learning problems, affecting their adaptation to school. On the other hand, this disorder can manifest as: anguish, depression and anxiety, involving the motor areas of language and emotions. Finally, it is concluded that there is a pre-existing need to carry out active strategies to cope with the problem, as well as to obtain attention from students to improve their learning and, therefore, their academic performance. Through teacher preparation, it is planned to restore and strengthen knowledge so that it can be used in favor of pedagogical needs.