PHÁT TRIỂN KỸ NĂNG HỢP TÁC NHÓM CHO TRẺ TĂNG ĐỘNG GIẢM CHÚ Ý 5-6 TUỔI THÔNG QUA TỔ CHỨC TRÒ CHƠI Ở CƠ SỞ GIÁO DỤC CHUYÊN BIỆT

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Thông tin xuất bản: Tạp chí Khoa học - Trường Đại học Thủ đô Hà Nội: Khoa học Xã hội và Giáo dục, 2024

Mô tả vật lý: tr.65-74

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ID: 287594

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Collaborative group skills play an important role in supporting children in general and children with attention deficit and hyperactivity disorder to develop comprehensively. When participating in group activities, children have the opportunities to interact with friends, learn to share and work together. Developing collaborative group skills for children with attention deficit and hyperactivity disorder not only helps children learn social skills but also understand the rules and ethics in communication and social behavior. In addition, the main learning activity of preschool children is playing, with the method of "learning while playing, playing while learning". Organizing plays and supporting children to participate in the playing process always show the effectiveness of the learning process for children. The article, besides mentioning some theoretical issues, focuses on reflecting the results of a survey of the current situation of the research issue at two specialized educational institutions in Thanh Hoa city, Thanh Hoa province with 20 children with attention deficit hyperactivity disorder aged 5-6, 30 teachers, 20 parents. The results of the current research show that most teachers have the correct awareness and regularly develop cooperation group skills for these children by determining the content and applying different methods and forms. However, many teachers also encounter difficulties in the process of instructing this skill to children. The article also recommends implementing some measures to help the process of developing group cooperation skills for children with attention deficit hyperactivity disorder have better results.Kỹ năng hợp tác nhóm đóng vai trò quan trọng trong việc hỗ trợ trẻ em nói chung cũng như trẻ tăng động giảm chú ý phát triển toàn diện. Khi tham gia vào các hoạt động nhóm, trẻ có cơ hội tương tác với bạn bè, học cách chia sẻ và làm việc cùng nhau. Phát triển kỹ năng hợp tác nhóm cho trẻ tăng động giảm chú ý không chỉ giúp trẻ học được kỹ năng xã hội mà còn thấu hiểu về quy luật và đạo đức trong giao tiếp và hành vi xã hội. Bên cạnh đó, đặc trưng trong học tập của trẻ em độ tuổi mầm non với hoạt động chủ đạo là chơi, với cách thức “học mà chơi, chơi mà học”. Việc tổ chức trò chơi và hỗ trợ trẻ tham gia vào quá trình chơi luôn tỏ rõ hiệu quả của quá trình học tập đối với trẻ. Bài viết bên cạnh đề cập đến một số vấn đề lý luận, tập trung phản ánh các kết quả nghiên cứu khảo sát thực trạng của vấn đề nghiên cứu tại hai cơ sở giáo dục chuyên biệt thành phố Thanh Hóa, tỉnh Thanh Hóa với 20 trẻ tăng động giảm chú ý 5-6 tuổi, 30 giáo viên, 20 cha/mẹ trẻ. Kết quả nghiên cứu thực trạng cho thấy, phần lớn giáo viên đã nhận thức đúng đắn, thường xuyên thực hiện phát triển kỹ năng hợp tác nhóm cho trẻ tăng động giảm chú ý với việc xác định nội dung, áp dụng các phương pháp, hình thức khác nhau. Tuy nhiên, nhiều giáo viên cũng gặp những khó khăn trong quá trình hướng dẫn kỹ năng này cho trẻ. Bài viết cũng đưa ra khuyến nghị thực hiện các biện pháp nhằm giúp quá trình phát triển kỹ năng hợp tác nhóm cho trẻ rối loạn tăng động giảm chú ý có kết quả tốt hơn.

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