PSYCHOLOGICAL CHARACTERISTICS OF WORKING WITH HYPERACTIVE CHILDREN OF PRIMARY SCHOOL AGE
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Abstract
This article examines the psychological characteristics of hyperactivity in children of primary school age and analyzes effective approaches to working with such children in the educational environment. Hyperactivity, most often associated with Attention Deficit Hyperactivity Disorder (ADHD), is considered one of the most common developmental and behavioral challenges encountered by teachers and psychologists in the early years of schooling. The article reviews the underlying causes and manifestations of hyperactivity, its impact on learning, attention, and social interaction, and presents practical psychological and pedagogical strategies for supporting hyperactive children within the classroom and at home. Particular attention is given to individualized approaches, the organization of the learning environment, cooperation between teachers, psychologists, and parents, and methods for developing self-regulation skills in hyperactive children.
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References
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