Λειτουργική ενσωμάτωση νηπίου με στοιχεία Δ.Ε.Π.Υ. στην προσχολική εκπαίδευση

Abstract

The occurrence of behaviors with ADHD in nursery school is associated with poor social and school functioning. Respect for processes and individuals that shape good behavior within the class presuppose the ability to control and manage elements of attention and emotions. Consequently, reducing unwanted infant behaviors with ADHD data can be achieved through programs to promote self-regulation and social skills. The personalized program established for this purpose includes activities: Recognizing the individual feelings and feelings of other classmates, teachers. This includes the awareness of the verbal and non-verbal signs of human messages. Linking everyday situations to the emotion they cause. Grouping of related emotions. Acceptance of diversity. Learn how to develop kisses. Relief of overdelivery. The active response of the infant to DEPY Is increased by the deliberate involvement of other peers in specific activities. In addition, the personalized program adopts techniques of the ecosystem approach to behavioral problems. The first is the remodeling technique and the second is the positive stimulation hypothesis, while at the same time it is accepted that the behavior of the infant is "communication techniques" for it.