THE IMPORTANCE OF PLAYFULNESS FOR THE SCHOOL DEVELOPMENT OF CHILDREN WITH ADHD: A CONTEMPORARY HUMANIST READING

Abstract

This work emerged with the general objective of performing an analysis on the relevance of playing for the cognitive development of children with ADHD. Its specific objectives seek to present the concept of ADHD, address the learning difficulties of children with this disorder and finally discuss recent advances in the use of play for the cognitive development of children affected by this disorder. The changes and improvements acquired through the use of playful activities are more complex in relation to the search for better use and learning. To complement the discussion or work, it exposes some cross-cutting themes that corroborate the promotion of citizenship, the realization of rights and duties within the educational process, creating democratic spaces for the construction of pluralities in our social face. The methodology used in the development of this work was as follows: regarding the approach, it was a qualitative research; Not that it concerns nature, it is applied research; Regarding the approach, an exploratory research was used, which is based on bibliographical studies through existing books, articles and publications. The study was divided into discussions relevant to the study of mechanisms for improvements and advances in cognitive learning, the study of playfulness as a mechanism for improving teaching and the cross-cutting themes that corroborate the effectiveness of policies aimed at inclusion and production. . It is concluded that the non-playful teaching method promotes advances in the knowledge and learning of children with ADHD.