Concentración y convivencia escolar en un niño con trastorno por déficit de atención e hiperactividad

Abstract

The case study on concentration and school coexistence in a child with Attention Deficit Hyperactivity Disorder focuses on analysing the influence of concentration and school coexistence in a child with this disorder, relating it to other studies of children with ADHD, exploring aspects of the disorder in greater depth and highlighting important findings on how this disorder manifests itself in the classroom. When this happens, many teachers, not only in Ecuador but also in other latitudes, will have to rethink their teaching strategies; with this, in Cantón Santa Rosa a case has been identified of a student in the first year of basic education, who is 5 years old, from a nuclear family; This is a neurobiological disorder that affects children socially, emotionally and academically, preventing them from completing school and daily tasks. The epistemological approach of Vygotsky's sociocultural theory and the cognitive paradigm is also investigated because it addresses the way in which the human mind operates and assimilates concepts and ideas within a social environment; the results show that concentration has an assertive influence on the child's communication, affecting school coexistence due to the lack of social interaction and impulse control.