Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/17170 |
Resumo: | The learning of children with ADHD in Elementary School I is presented as the theme of this study. The objective is to analyze scientific studies published between 2016 and 2021, which present contributions on the disorder and on the child's teaching-learning process in school and family environments. To meet the objective, a qualitative and exploratory research was carried out through a systematic literature review that identified the largest number of results in the Google Scholar Database and after applying the inclusion and exclusion criteria, 21 articles remained for analysis. Among the results found, the constant changes in the name of the disorder stand out, the differences regarding the types of disorder and the perceptions of authors about the existence or not of it, in addition to a reflection on the inclusion or exclusion of children with ADHD. It is considered that the study provided a greater understanding of the disorder and how these children learn, in addition to being relevant to emphasize different methodologies and activities, both in the school and in the family environment. |
id |
UNIFEI_038f81a89baa0aeb83c38c4b20473bf5 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/17170 |
network_acronym_str |
UNIFEI |
network_name_str |
Research, Society and Development |
repository_id_str |
|
spelling |
Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contextsContribuciones sobre el Trastorno por Déficit de Atención con Hiperactividad (TDAH) y el proceso de enseñanza-aprendizaje de niños de Primaria en contextos escolares y familiaresContributos sobre o Transtorno do Déficit de Atenção e Hiperatividade (TDAH) e o processo ensino-aprendizagem da criança do Ensino Fundamental I nos contextos escolar e familiarLearningFamilyADHD.AprendizajeFamiliaTDAH.AprendizagemFamíliaTDAH.The learning of children with ADHD in Elementary School I is presented as the theme of this study. The objective is to analyze scientific studies published between 2016 and 2021, which present contributions on the disorder and on the child's teaching-learning process in school and family environments. To meet the objective, a qualitative and exploratory research was carried out through a systematic literature review that identified the largest number of results in the Google Scholar Database and after applying the inclusion and exclusion criteria, 21 articles remained for analysis. Among the results found, the constant changes in the name of the disorder stand out, the differences regarding the types of disorder and the perceptions of authors about the existence or not of it, in addition to a reflection on the inclusion or exclusion of children with ADHD. It is considered that the study provided a greater understanding of the disorder and how these children learn, in addition to being relevant to emphasize different methodologies and activities, both in the school and in the family environment.El aprendizaje de los niños con TDAH en la Escuela Primaria I se presenta como tema de este estudio. El objetivo es analizar los estudios científicos publicados entre 2016 y 2021, que presentan contribuciones sobre el trastorno y sobre el proceso de enseñanza-aprendizaje de los niños en entornos escolares y familiares. Para cumplir con el objetivo, se realizó una investigación cualitativa y exploratoria a través de una revisión sistemática de la literatura que identificó la mayor cantidad de resultados en la Base de Datos Google Scholar y luego de aplicar los criterios de inclusión y exclusión, quedaron 21 artículos para el análisis. Entre los resultados encontrados destacan los constantes cambios en la denominación del trastorno, las diferencias en cuanto a los tipos de trastorno y las percepciones de los autores sobre la existencia o no del mismo, además de una reflexión sobre la inclusión o exclusión de los niños con TDAH. Se considera que el estudio proporcionó una mayor comprensión del trastorno y cómo aprenden estos niños, además de ser relevante para enfatizar diferentes metodologías y actividades, tanto en el ámbito escolar como en el familiar.A aprendizagem da criança com TDAH no Ensino Fundamental I apresenta-se como tema desse estudo. O objetivo consiste em analisar estudos científicos publicados entre 2016 e 2021, que apresentem contribuições sobre o transtorno e sobre o processo ensino-aprendizagem da criança nos ambientes escolar e familiar. Para atender o objetivo foi realizada uma pesquisa de abordagem qualitativa e exploratória feita através de revisão sistemática de literatura que identificou na Base de Dados do Google Scholar o maior número de resultados e após aplicação dos critérios de inclusão e exclusão, restaram 21 artigos para análise. Dentre os resultados encontrados, destacam-se as constantes mudanças de nome do transtorno, as diferenciações a respeito dos tipos de transtorno e as percepções de autores sobre a existência ou não do mesmo, além de uma reflexão sobre a inclusão ou exclusão da criança com TDAH. Considera-se que o estudo proporcionou uma maior compreensão a respeito do transtorno e de como se dá a aprendizagem dessas crianças, além de ser relevante dar ênfase a metodologias e atividades diferenciadas, tanto no âmbito escolar, quanto no familiar.Research, Society and Development2021-07-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1717010.33448/rsd-v10i8.17170Research, Society and Development; Vol. 10 No. 8; e21610817170Research, Society and Development; Vol. 10 Núm. 8; e21610817170Research, Society and Development; v. 10 n. 8; e216108171702525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/17170/15456Copyright (c) 2021 Jeane Coelho Flores; Luciana Vargas Pedroso; Robson Luiz Puntel; Vanderlei Folmerhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFlores, Jeane CoelhoPedroso, Luciana VargasPuntel, Robson Luiz Folmer, Vanderlei2021-08-21T18:46:59Zoai:ojs.pkp.sfu.ca:article/17170Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:37:33.896773Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts Contribuciones sobre el Trastorno por Déficit de Atención con Hiperactividad (TDAH) y el proceso de enseñanza-aprendizaje de niños de Primaria en contextos escolares y familiares Contributos sobre o Transtorno do Déficit de Atenção e Hiperatividade (TDAH) e o processo ensino-aprendizagem da criança do Ensino Fundamental I nos contextos escolar e familiar |
title |
Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts |
spellingShingle |
Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts Flores, Jeane Coelho Learning Family ADHD. Aprendizaje Familia TDAH. Aprendizagem Família TDAH. |
title_short |
Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts |
title_full |
Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts |
title_fullStr |
Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts |
title_full_unstemmed |
Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts |
title_sort |
Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts |
author |
Flores, Jeane Coelho |
author_facet |
Flores, Jeane Coelho Pedroso, Luciana Vargas Puntel, Robson Luiz Folmer, Vanderlei |
author_role |
author |
author2 |
Pedroso, Luciana Vargas Puntel, Robson Luiz Folmer, Vanderlei |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Flores, Jeane Coelho Pedroso, Luciana Vargas Puntel, Robson Luiz Folmer, Vanderlei |
dc.subject.por.fl_str_mv |
Learning Family ADHD. Aprendizaje Familia TDAH. Aprendizagem Família TDAH. |
topic |
Learning Family ADHD. Aprendizaje Familia TDAH. Aprendizagem Família TDAH. |
description |
The learning of children with ADHD in Elementary School I is presented as the theme of this study. The objective is to analyze scientific studies published between 2016 and 2021, which present contributions on the disorder and on the child's teaching-learning process in school and family environments. To meet the objective, a qualitative and exploratory research was carried out through a systematic literature review that identified the largest number of results in the Google Scholar Database and after applying the inclusion and exclusion criteria, 21 articles remained for analysis. Among the results found, the constant changes in the name of the disorder stand out, the differences regarding the types of disorder and the perceptions of authors about the existence or not of it, in addition to a reflection on the inclusion or exclusion of children with ADHD. It is considered that the study provided a greater understanding of the disorder and how these children learn, in addition to being relevant to emphasize different methodologies and activities, both in the school and in the family environment. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-12 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/17170 10.33448/rsd-v10i8.17170 |
url |
https://rsdjournal.org/index.php/rsd/article/view/17170 |
identifier_str_mv |
10.33448/rsd-v10i8.17170 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/17170/15456 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 8; e21610817170 Research, Society and Development; Vol. 10 Núm. 8; e21610817170 Research, Society and Development; v. 10 n. 8; e21610817170 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
_version_ |
1797052751492939776 |