Significado del trastorno del déficit de atención desde la perspectiva del docente.

Abstract

Attention deficit disorder is a common syndrome in early childhood reflected in classrooms, it is characterized by the lack of attention and concentration in children who also have to be inactive people, with little interest in the knowledge that It is being taught, they do not execute their school tasks or they are incompletely executed, they frequently make mistakes, they avoid doing activities that require cognitive and intellectual work. Therefore, it seeks to implement methodological strategies that are required to mitigate this type of disorder and help these students in the educational environment, specifically it is a joint task between teacher, family and education so that the teaching and learning process is an environment enjoyable with interest and participation. With respect to the above, the investigations of the present feasible project will take the advancement of the research “Meanings of attention deficit disorder from the teacher's perspective” in the tenth semester with the context of the Misael Pastrana Borrero Technical Institute during the grades chosen first and third of primary basic. Through these degrees previously, an intervention plan was carried out that has semi-structured interviews and in turn with five recreational and pedagogical workshops which each presented various activities, dynamics, games, songs, among others, aimed at capturing the attention in the educational spaces for the students, based on the themes, specific innovative resources for their sea learning are more enriched in multidimensional development, in the same way there was the collaboration of the interviewed subjects in which the educators value each one of the workshops in a meaningful, motivating, playful, innovative way, among others for his teaching practice.