Особливості прояву гіперактивної поведінки в дітей молодшого шкільного віку
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Дата
2017
Назва журналу
Номер ISSN
Назва тому
Видавець
Національна академія Державної прикордонної служби України імені Богдана Хмельницького
Анотація
Суттєві соціальні зміни у сучасному суспільстві досить вагомо відображаються на розвитку дитини. Значна кількість затримок та порушень розвитку людини в дитячому віці робить необхідним вивчення, систематизацію та узагальнення світового досвіду психологічної допомоги. Порушення функцій уваги та гіперактивна поведінка дітей привертають до себе особливу увагу. Явище гіперактивної поведінки та дефіциту уваги у ранньому дитячому віці, у дошкільному віці, і, також, у шкільному віці стає більш суттєвою проблемою психічного розвитку дитини, її соціалізації, засвоєння шкільної програми За різними даними, кількість дітей з гіперактивною поведінкою, яка, як правило, супроводжується проблемами зі стійкістю та концентрацією уваги, становить у загальній популяції від 1,5 до 20 відсотків. В статті ми спробували розкрити питання дитячої гіперактивної поведінки ,фактори її ризику та розробити рекомендації щодо ранніх проявів цієї проблеми.
Havrylkevych V., Paprotska M. The peculiarities of prymary school children’s hyperactive behaviour. Rapid social changes in modern society significantly influence development of the child. The profound number of developmental delays and disorders in childhood causes the need to study, systematize and generalize foreign experience in providing psychological assistance. Attention deficit and hyperactive behaviour of children are of great importance. The phenomenon of hyperactive behaviour and attention deficit in early childhood, at pre-school and school age is becoming a more and more imperative problem of children’s mental development, their socialization, mastering of the school curriculum. According to various data, the number of children with hyperactive behaviour being mainly accompanied by the problems with persistence and concentration of attention comprises 1.5–20 % of the general population. In the article, we have tried to cover the problem of children’s hyperactive behaviour, its risk factors and to develop the recommendations for dealing with its early manifestations. Children’s hyperactivity is a psychological and physical development of the child with a lack of attention, high motor activity, impulsivity and excitability. A hyperactive child tries to perform many actions at once. Consequently, the result is negative, since the child does not complete any of those actions. The early signs of hyperactivity appear at primary school age. The boys are more prone to this disease. All researchers highlight the need for early corrective work with hyperactive pre-school children and primary school students. Simultaneously, researchers’ views on its efficiency and perspectives of such children greatly differ. Some argue that one can overcome the symptoms of the syndrome until the age of seven. Others believe that it is impossible to change hyperactive behaviour, correct it and discipline a hyperactive child. In addition, they urge to learn how to live with such children in harmony, cooperate with them and take them as they are. It should be noted that hyperactive behaviour negatively affects psychological support of the natural development of such children. Special surveys prove that during the past years approximately 15–20% of first-formers have had various neuropsychiatric disorders. Researchers consider neuropsychiatric disorders to be so-called “borderline disorders”, that are on the verge of illness and norm. It is extremely difficult to recognize them at pre-school age, however with the slightest “push”, which means the beginning of systematic schooling and the whole range of school loads, they manifest themselves and the teacher becomes the first to face this problem. Despite the fact that many specialists (teachers, defectologists, speech therapists, psychologists, psychiatrists, social educators) deal with this problem, parents and educators still believe that hyperactivity is only a behavioural problem, and sometimes a mere “pamperedness” of the child or the result of ineffective education.
Havrylkevych V., Paprotska M. The peculiarities of prymary school children’s hyperactive behaviour. Rapid social changes in modern society significantly influence development of the child. The profound number of developmental delays and disorders in childhood causes the need to study, systematize and generalize foreign experience in providing psychological assistance. Attention deficit and hyperactive behaviour of children are of great importance. The phenomenon of hyperactive behaviour and attention deficit in early childhood, at pre-school and school age is becoming a more and more imperative problem of children’s mental development, their socialization, mastering of the school curriculum. According to various data, the number of children with hyperactive behaviour being mainly accompanied by the problems with persistence and concentration of attention comprises 1.5–20 % of the general population. In the article, we have tried to cover the problem of children’s hyperactive behaviour, its risk factors and to develop the recommendations for dealing with its early manifestations. Children’s hyperactivity is a psychological and physical development of the child with a lack of attention, high motor activity, impulsivity and excitability. A hyperactive child tries to perform many actions at once. Consequently, the result is negative, since the child does not complete any of those actions. The early signs of hyperactivity appear at primary school age. The boys are more prone to this disease. All researchers highlight the need for early corrective work with hyperactive pre-school children and primary school students. Simultaneously, researchers’ views on its efficiency and perspectives of such children greatly differ. Some argue that one can overcome the symptoms of the syndrome until the age of seven. Others believe that it is impossible to change hyperactive behaviour, correct it and discipline a hyperactive child. In addition, they urge to learn how to live with such children in harmony, cooperate with them and take them as they are. It should be noted that hyperactive behaviour negatively affects psychological support of the natural development of such children. Special surveys prove that during the past years approximately 15–20% of first-formers have had various neuropsychiatric disorders. Researchers consider neuropsychiatric disorders to be so-called “borderline disorders”, that are on the verge of illness and norm. It is extremely difficult to recognize them at pre-school age, however with the slightest “push”, which means the beginning of systematic schooling and the whole range of school loads, they manifest themselves and the teacher becomes the first to face this problem. Despite the fact that many specialists (teachers, defectologists, speech therapists, psychologists, psychiatrists, social educators) deal with this problem, parents and educators still believe that hyperactivity is only a behavioural problem, and sometimes a mere “pamperedness” of the child or the result of ineffective education.
Опис
Ключові слова
поведінка, гіперактивна поведінка, молодший шкільний вік, гіперкінетичний розлад
Бібліографічний опис
Гаврилькевич В., Папроцька М. Особливості прояву гіперактивної поведінки в дітей молодшого шкільного віку // Вісник Національної академії Державної прикордонної служби України. Серія: Психологія. 2017. Вип. 4. URL: http://nbuv.gov.ua/UJRN/Vnadpn_2017_4_5