La Contribución del Arte en los Procesos Socioemocionales en Niños con Diagnóstico de TDA con o sin Hiperactividad

Abstract

The present research work corresponds to a pedagogical intervention proposal for children in the transition grades of the Emilio Valenzuela school, located in the San José De Bavaria neighborhood of the town of Suba and who present a diagnosis of TDAH, because their characteristics are they face barriers to participation, learning and play. The main objective of this work is to generate therapeutic workshops with different artistic strategies that support and develop socio-emotional skills in children aged 5 to 7 years with TDAH diagnosis. Likewise, to demonstrate that, from these pedagogical practices and their handling in the classroom, they contribute positively to social-emotional development: we increase self esteem, motor coordination and awareness of the environment and the ability to concentrate are improved, influencing aspects such as creativity and even calligraphy, when training fine motor skills, promoting an inclusive education. The type of research used was of a qualitative type, specifically in the case study, since it is in understanding human behavior with the person with whom it interacts as an object of study, that is, from their own experiences, in this case we are interested know and determine if the arts education classes taught by the teacher affect the socio-emotional development of schoolchildren. A pedagogical intervention proposal was implemented to improve the socio-emotional development in children with TDAH diagnosis, showing positive results in the behavior of the students and therefore influencing the quality of life and school environment and promoting the inclusion of children with TDAH.