A hyperactive child. Features of hyperactive children and their upbringing. Hyperactive children: manifestations, causes, methods of correction Features of the development of hyperactive children

What does ADHD mean?

Nowadays, many parents, coming to a neurologist, or just by ear, come across such a concept as a "hyperactive" child or a child with attention deficit hyperactivity disorder - ADHD. Let's see what it means. The word "hyper" - from Greek means to exceed the norm. And the word "active" in translation from Latin means active, efficient. All together - active above the norm.

Psychological characteristics of hyperactive children

Hyperactive children are very restless, they run, jump, and are active all the time. Sometimes it seems to everyone that they have attached a motor that runs endlessly. They can actively move for a long time, even if others do not require it from them.

During games and activities, children cannot sit still and are unable to control their hands and feet. So, at 2 - 3 years old, when the baby is very mobile, he often throws tantrums, is capricious, runs and is quickly overexcited, gets tired. Against this background, various diseases and sleep disturbances can occur.

In 3-4 years, a disorder of coordination of movements is added, and the parents are so tired of such behavior that they begin to sound the alarm and turn to specialists. It has been proven by experts that the maximum number of manifestations of ADHD symptoms is observed during the period of a child's crisis - at 3 years old and at 6-7 years old. Such a portrait of a hyper-reactive child really causes many problems and difficulties in parenting for parents.

Parents should not hang the label “ADHD” on their child just like that, only a specialist - a neurologist can do this, and a psychologist will help in the classroom to correct this behavior. Let's take a closer look at what behavioral signs can occur in children with this syndrome.

Attention Deficit Hyperactivity Disorder

The symptoms of this diagnosis depend on a combination of three main manifestations:

1. Attention deficit (inattention)... The kid is inconsistent in his actions. He is distracted, does not hear the speech addressed to him, does not follow the rules and is not organized. Often forgets his belongings and avoids boring, mentally demanding activities.
2. Motor disinhibition (hyperactivity). Such children cannot sit in one place for a long time. The adult has the impression that the child has a spring or a running motor inside. They constantly fidget, run, sleep poorly and talk a lot.
3. Impulsiveness... The child is impatient, can scream from a place, interfere in the conversation of others, is not able to wait for his turn, sometimes is aggressive. Poorly in control of his behavior.

If, at the age of 6-7 years, a child exhibits all of the above symptoms, then it will be possible to assume a diagnosis of ADHD.

Understanding the reasons

It is important for each parent to know and understand where the child has such symptoms and why. Let's try to clarify all this. For some reason, the baby's brain was slightly damaged at birth. Nerve cells, as you know, do not recover, and therefore, after injury, other, healthy nerve cells begin to gradually take over the functions of the injured, that is, the recovery process begins immediately.

Parallel to this is the age-related development of the child, because he learns to sit, walk, speak. That's why from the very beginning, the nervous system of a hyperactive child works with a double load. And in the event of any stressful situation, prolonged stress (for example, adaptation in kindergarten or at school), the child develops a deterioration in the neurological state, symptoms of hyperactivity appear.

Brain damage

• Prenatal pathology;
• Infectious diseases;
• Toxicosis;
• Exacerbation of chronic diseases in the mother;
• Attempts to terminate a pregnancy;
• Immune incompatibility for the Rh factor;
• Taking alcohol and smoking.

Complications during childbirth:

• Malposition;
• Stimulation of labor activity;
• Asphyxia;
• Internal hemorrhage;
• Premature or prolonged labor.

How the birth trauma affects the subsequent hyperactivity of the baby, see the video:

Genetic causes

Research shows that attention disorder tends to spread in families. Children with ADHD usually have at least one close relative who also has ADHD. One of the reasons for hyperactivity is the congenital high level of excitability of the nervous system, which the child receives from the mother, who is in an excited, stressful state at the time of conception, and in the process of going through the pregnancy itself.

Psychosocial causes

These are some of the most important causes of hyperactivity. Most often, parents who come to us for a consultation do not suspect that the reasons for this behavior of their children lie in the family:

• Lack of maternal affection and human communication;
• Lack of warm contact with loved ones;
• Pedagogical neglect, when parents do not pay attention to the child at all;
• An incomplete family or many children in the family;
• Mental tension in the family: constant quarrels and conflicts between parents, an excess of emotions and actions associated with manifestations of power and control, a lack of emotions and actions associated with love, care, understanding;
• Child abuse;
• Different approaches to the upbringing of a child in a family from the side of different upbringing figures;
• Immoral lifestyle of parents: parents suffer from alcoholism, drug addiction, commit offenses.

Positive points

But such children have not only defects in behavior, but also many positive qualities. These are unbridled dreamers and inventors, they always have an extraordinary answer to any question you ask.

As adults, they turn into various showmen, actors, join the ranks of creatively thinking people. They love to dream, and notice in the world around them that which you have not seen.

Their energy, flexibility and desire for success attract people to their person, because they are wonderful interlocutors. In games and various groups, they are always leading, leaders from birth. You will definitely not get bored with them.

Activities and games to correct hyperactivity

For preschoolers

The most complete scheme of psychological correction with the help of games and exercises is described in the books:

I. P. Bryazgunova and E. V. Kasatikova "Restless child":

E. K. Lyutova and G. B. Monina "Hyperactive children":

Artsishevskaya I. "The work of a psychologist with hyperactive children in kindergarten":

Activities that are conducted with these children may include the following methods and techniques:

• games for the development of attention and coordination of movements;
• self-massage training;
• games to develop tactile interaction;
• outdoor games of restraining moments;
• finger games;
• work with clay, sand and water.

Here are some games any mom can play at home from these books for preschool and school children:

• The exercise " Yoga gymnastics for kids»;
• « Set the alarm clock"- squeeze the palm into a fist, perform circular movements at the solar plexus;
• « The alarm rang, "ZZZ"- stroking the head with a palm;
• « Sculpt a face"- we run our hands along the edge of the face;
• « We sculpt the hairs»- press with your fingertips on the hair roots;
• « We sculpt eyes"- we touch the eyelids with our fingertips, we draw the index finger around the eyes. We blink our eyes;
• « We sculpt the nose"- run your index finger from the bridge of the nose along the wings of the nose down;
• « We sculpt ears"- by pinching the earlobes, stroking the ears;
• « Sculpting the chin"- stroking the chin;
• « We draw the sun with a nose "- turn our head, draw rays with a nose;
• « Ironing our pens"- first stroke one hand, then the other;
• We say in chorus: “ I am good, kind, beautiful, we pat ourselves on the head ";
• Exercise "One, two, three - speak!": Mom draws a path, grass and a house on a piece of paper or a board. Then he suggests only after the command is heard: “One, two, three - speak!”, Say what is drawn in the picture. After that, the mother, with her eyes closed, asks the child to finish drawing a flower or a bird, then she guesses what the child has completed. This game teaches a child to be patient and attentive.

The video below demonstrates a remedial session with hyperactive children:

Game "Watchful eyes"

Mom invites the child to carefully consider what the doll has, her clothes, what color the eyes are. Then the child turns away and tells which doll is from memory.

Exercise "Wonderful bag"

The child examines 6-7 small toys. Mom discreetly puts one of the toys in a cloth bag and offers to touch the toy in the bag. He takes turns feeling the toy in the bag, and express their assumption. Then he takes out the toy and shows it.

The game "Chants - whispers - silent"

Mom shows the child colored squares. If he sees a red square, then you can jump, run and shout, if yellow, you can only whisper, and if blue, you need to freeze in place and be silent. Also, various games with sand and water are suitable for the baby.

In school children

Proofreader game

Take any printed text with large print. Give one part of the text to the child, leave the other to yourself. As an assignment, ask your child to cross out all the letters "a" in the text, after completing the assignment, exchange texts for mutual verification.

"Monkey"

The adult depicts a monkey, and the children repeat after him. First standing still, and then jumping all over the room. We try to keep the image of a monkey in motion.

Twisted lines

Many lines and scribbles can be drawn, and the child must follow a line from its beginning to its end, especially when it is intertwined with others.

"Word series"

Give your child different words: sofa, table, cup, pencil, bear, fork, school, etc. The child listens attentively and claps his hands when he comes across a word that means, for example, an animal. If the child gets confused, repeat the game from the beginning.

When working with hyperactive children, you can use such a method as multi-therapy and fairy-tale therapy. Pick up a cartoon individually for a given child's problems.

Cartoons and fairy tales for the prevention and correction of hyperactivity

Invite your kid to watch the following cartoons:

• "Naughty kitten"
• "Masha is no longer lazy"
• "Monkeys"
• "Naughty Bear"
• "Nekhochukha"
• "Octopuses"
• "Wings, Legs, and Tails"
• "Fidget"
• "Fidget, Myakish and Netak"
• "That's how absent-minded"
• "Petya Pyatochkin"

Read fairy tales to the kid from the following collections:

"Correction of motor disinhibition":

• "The naughty kid";
• "Little Chirik";
• “The story of how Lenya stopped being lazy”;
• "Restless Yegorka";
• "Harmful fingers".

"Self-organization of behavior":

• “Children and Parents Defeated the Bardak in the Apartment”;
• "A day without rules";
• "Puddle Bon Appetit!";
• “The Tale of the Boy Who Didn't Like to Wash His Hands”;
• "The tale of how the clothes got offended."

"Ambulance" when working with a hyperactive child in different situations

When your child develops ADHD symptoms, distract and shift attention:

• Get interested in other activities;
• Ask your child unexpected questions;
• Translate the child's behavior into a joke;
• Do not prohibit the child's action in a categorical manner;
• Do not order arrogantly, but ask to do something politely;
• Try to listen to what the child has to say;
• Try to repeat your request with the same words (in a calm tone);
• Leave alone in the room (if it is safe for his health);
• Do not read lectures (the child does not hear them anyway).

Listen to Dr. Komarovsky's advice on how to raise a hyperactive toddler:

• Children find it difficult to keep a lot of information in their head. It is best to break tasks for them into parts. First give one task, then another. For example, first say that you need to remove the toys and only after the baby has done this, give the following instructions.
• Most hyperactive children have enormous timing problems. They do not know how to plan their activities. That is, they cannot be told that if you complete the task, then in a month you will receive a toy. It is important for them to hear, you put away the toys and you get the candy.

The “token” system works best with these children. For completing any tasks, the child receives a reward in the form of points or tokens, which he then exchanges for something. The whole family can play this game.

• Timer application. It helps children who have problems with their sense of time to keep track of it. You can use a regular hourglass or music minutes.
• It is imperative to be observed and consult a specialist, neurologist and, if necessary, take medications.
• Eliminate excess sugar intake. This can provide additional energy and lead to overexcitation of the nervous system.
• Eliminate foods that cause food allergies from your diet. These can be various colorants, preservatives, flavorings.
• Provide your child with regular intake vitamins.
• In communication with the child, always maintain a positive attitude.
• Always speak in a calm tone. Avoid the words "no", "you can not."
• Avoid large crowds and noisy companies.
• Anticipate his overwork, switch your attention.
• Take your child to the sports section, this gives a useful discharge to his body.

Sample menu for a hyperactive child

Nutritionists have developed a special menu for the little fidget.

Breakfast: oatmeal, egg, freshly squeezed juice, apple.

Lunch: nuts or peeled seeds, mineral water.

Dinner: soup with vegetables and herbs, fish cutlet or chicken with mashed potatoes, berry juice jelly.

Afternoon snack: yogurt (fermented baked milk, kefir), whole grain or wholemeal bread, banana.

Dinner: salad from fresh vegetables, buckwheat porridge with milk or cottage cheese, herbal tea from lemon balm or chamomile.

Late dinner: a glass of milk with a spoonful of honey.

This is just an approximate list of dishes, the menu can be adjusted taking into account the risk of possible allergic reactions and addictions of the child.

Sections: Primary School

Introduction.

1. Signs of hyperactivity in a child.

2. Causes of hyperactivity.

3. Ways of correcting hyperactivity. Interaction of parents with hyperactive children.

Conclusion.

List of used literature.

Introduction

Relevance of the research topic. Hyperactivity disorder in children is a very common behavioral and emotional disorder in children. The syndrome of hyperactivity is immediately noticeable against the background of others. The child does not sit still for a minute, is constantly in motion, never completes the task, throws it up and immediately takes on something else. Symptoms are observed in 3-5% of the child population.

Often, children with symptoms of this disease are called hyperactive. The disease in children under one year old is less common than in infants. Hyperactivity in children under one year old has individual symptoms. Treatment of hyperactivity in children is the job of an experienced psychologist.

The syndrome of hyperactivity in children is expressed in increased mobility. The child is not able to sit still, is constantly spinning, now he was doing one thing, in a minute - another, and therefore it is not surprising that everything remains unfinished. A child with signs of hyperactivity is constantly in motion, when you turn to him, it seems that he does not hear or does not pay attention. Due to restlessness, he perceives material poorly, learns poorly.

The purpose of this work is to consider the causes of the appearance of the symptom of hyperactivity in children and to determine the ways of correction.

Tasks:

• consider signs of hyperactivity in a child;
• explore the causes of hyperactivity;
• to determine the ways of correcting hyperactivity, ways of interaction between parents and hyperactive children.

1. Signs of hyperactivity in a child

As a rule, these kids are called “motors”, “with a perpetual motion machine” or “as on hinges,” because they are constantly in motion. They cannot sit still, they constantly jump, run, their hands endlessly touch, throw, break something. Such children are very curious, but their curiosity is a momentary phenomenon, therefore, as a rule, they rarely grasp the essence.

Curiosity is not characteristic of hyperactive children; they do not ask questions "why" or "why" at all. Even if they do, they forget to listen to the answer.

Despite the constant movement in which the child is, he has some coordination disorders: awkward, awkward in movement, constantly drops objects, often falls, breaks toys. The body of hyperactive babies is constantly in scratches, abrasions, bruises and bumps, but they do not draw conclusions from this and again fill the bumps.

Characteristic features in behavior are absent-mindedness, negativism, restlessness, inattention, frequent changes in mood, stubbornness, irascibility and aggressiveness. Such children are often at the center of the unfolding events, as they are the noisiest.

A hyperactive child does not understand the tasks, it is difficult to learn any new skills. Quite often, the self-esteem of hyperactive children is underestimated. The child does not know how to relax during the day, he calms down only during sleep.

Often, such a child does not sleep during the day, even in infancy, but his night's sleep is very restless. Such children attract attention to themselves, being in public places, because they touch, grab, and do not listen to their parents all the time.

2. Causes of hyperactivity

There are many opinions on the reasons for the manifestation of hyperactivity in children. The most common ones are:

• genetic predisposition (heredity);
• biological (birth trauma, organic damage to the baby's brain during pregnancy);
• socio-psychological (alcoholism of parents, microclimate in the family, living conditions, wrong line of upbringing).

The hyperactivity of the child is manifested even in preschool age. At home, hyperactive children are constantly compared to their older brothers, peers who have good academic performance and exemplary behavior, from which they suffer greatly.

Parents are often annoyed by their lack of discipline, obsession, anxiety, emotional instability, and inaccuracy. Hyperactive children cannot approach various assignments with due responsibility and help their parents.

At the same time, punishments and remarks do not give the desired results. Over time, this situation only gets worse, especially when the child goes to school. Difficulties immediately arise in mastering the school curriculum, hence self-doubt develops, disagreements in relationships with peers and teachers, as well as violations in the child's behavior. It is often at school that a child has attention problems.

Despite the above, hyperactive children are intellectually developed, as evidenced by the results of numerous tests, but it is extremely difficult for them to concentrate and organize their own work.

Hyperactive children are very impulsive, the child constantly does something without thinking, answers the questions asked inappropriately, interrupts others. During games with peers, one does not follow the rules, which causes conflict situations with the participants.

A hyperactive child with impaired attention cannot complete the task to the end, he is not assembled, he cannot concentrate on repeatedly repetitive activities that do not bring immediate satisfaction, he often switches from one activity to another.

Hyperactivity is significantly reduced or disappears altogether by adolescence, but impulsivity and dysfunction of attention, as a rule, persist until adulthood.

3. Ways of correcting hyperactivity. Interaction of parents with hyperactive children

The main manifestations of hyperactivity are attention deficit, impulsivity, and increased physical activity. The reasons for the appearance of this syndrome are currently not completely established.

In the behavior of a child, this syndrome is manifested by increased excitability, restlessness, scattering, disinhibition, lack of restraining principles, a sense of guilt and anxiety. Such children are sometimes said to be “without brakes”.

Since hyperactivity that is not detected in a timely manner can later cause school failure, manifestations of inappropriate behavior, special attention should be paid to young children showing signs of this syndrome. But only a doctor has the right to diagnose hyperactivity.

Depending on the characteristics of the child, the doctor may recommend either a balanced diet, or vitamin therapy, or medication. But only medication will not be able to adapt the child to the surrounding conditions, instill in him social skills. Therefore, an integrated approach is required when working with a hyperactive child.

V. Oaklander recommends using two basic techniques in working with hyperactive children: smoothing out tension and following the interests of the child.

Classes with clay, cereals, sand, water, drawing with fingers help the child to relieve stress. In addition, an adult can follow the interests of the child, observing what fascinates him at the moment, what attracts his interest. For example, if a child approaches a window, an adult does this with him and tries to determine which object the child's gaze has stopped on, and tries to keep the child's attention on this object, describing in detail the details of the object.

R. Campbell believes that the main mistakes of adults when raising a hyperactive child are: - lack of emotional attention, replaced by medical care; - lack of firmness and control in education; - inability to educate children in anger management skills.

If emotional contact is established between the adult and the child, the hyperactive child is much less hyperactive. “When such children are given attention, listen to them, and they begin to feel that they are being taken seriously, they are able to somehow shine the symptoms of their hyperactivity to a minimum” - V. Oaklender.

Corrective work with such children can be carried out within the framework of play therapy. But since hyperactive children do not always perceive the boundaries of what is permissible, special attention should be paid to the restrictions and prohibitions introduced in the process of working with the child. They should be done in a calm, but at the same time confident tone, making sure to provide the child with alternative ways to meet his needs. For example: "You cannot pour water on the floor, but if you want to bathe the doll, let us put it in a basin."

Relaxation and body contact exercises are invaluable. they contribute to a better awareness of the baby of his body, and subsequently help him to exercise motor control. For example, parents with their child lie down on the carpet and move on it, better to quiet music: rolling, crawling, “wrestling”. If the child is small, then the parent can put the child on his stomach and perform arbitrary movements and stroking. Children quickly calm down, feel safe, relax and trust themselves to an adult. You can, while sitting on the carpet (the parent is sitting behind the child), do the following exercise: the parent takes the child's arms and legs alternately and performs smooth movements with them. You can play ball in this way, holding the child's hands in your arms. Thus, empathy develops, the child enjoys interacting with the parent, trusts him, and feels his support.

Sometimes hyperactivity is accompanied by outbursts of aggression caused by the constant discontent of others and a huge number of remarks and shouts. Parents need to develop an effective strategy for interacting with their child. When parents observe their child, actively participating in joint play activities, they begin to better understand the needs of their child and accept him as he is.

Parents should understand that the child is not guilty of anything and that the child's endless remarks and tugs will not lead to obedience, but to exacerbate the behavioral manifestations of hyperactivity. Parents need to learn to hold back the endless stream of comments.

To do this, parents and other close people who live with the child, during the day, write down all the comments that were made to the child. In the evening, adults read the list and discuss which of the comments could not have been made, noting those that led to an increase in the child's destructive behavior.

Many parents complain that their children are "with a motor", they never get tired, no matter what they do. However, this is not the case: excessive activity of a child after emotional overstrain, restlessness can be a manifestation of a general weakening of the brain. Therefore, it is necessary to build a daily routine in such a way as not to overload the child, and strictly observe this daily routine. To prevent overexcitation, such a child should go to bed at a certain time, watch as little TV as possible, especially before bedtime. Since a hyperactive child sleeps little and restlessly, it is advisable to take a walk with him in the evening before going to bed, or do something calm.

For the safety of the child, parents must establish certain prohibitions. There should be few prohibitions, and they should be clearly and concisely worded. A prohibition for young children can consist of 2-3 words, for example “hot, iron”. For children of preschool and primary school age, the prohibition should be no more than 10 words.

Hyperactive children, due to their impulsiveness, cannot wait long. Therefore, all the rewards promised to the child by adults must be provided to them immediately, otherwise the child will remind adults of the promise every minute, which can cause a negative response from the parents.

It is difficult for a hyperactive child to control his behavior, so one should not be required to simultaneously be attentive, sit motionless and not interrupt the adult. For example, while reading a fairy tale, a parent can give the child the opportunity to occupy their hands with a toy and insert replicas.

Hyperactive children do not always adequately perceive parental love, therefore, more than others, they need confidence in unconditional parental love and acceptance.

• It is necessary to try, as far as possible, to restrain your violent affects caused by the child's behavior. Emotionally support children in all attempts at constructive, positive behavior, no matter how insignificant they may be. To cultivate an interest in knowing and understanding the child more deeply.
• Avoid categorical words and expressions, harsh assessments, reproaches, threats that can create a tense atmosphere and cause conflict in the family. Try to say "no", "no", "stop" less often - it is better to try to switch the baby's attention, and if you succeed, do it easily, with humor.
• Monitor your speech, try to speak in a calm voice. Anger and resentment are difficult to control. When expressing dissatisfaction, do not manipulate or humiliate the child's feelings.

• If possible, try to allocate a room or part of it for the child for classes, games, solitude (that is, his own "territory"). In the design, it is advisable to avoid bright colors, complex compositions. There should be no distracting objects on the table and in the immediate environment of the child. A hyperactive child himself is not able to do so that nothing outsider does not distract him.
• The organization of the whole life should have a calming effect on the child. To do this, together with him, draw up a daily routine, following which, to show flexibility and perseverance at the same time.
• Define a range of responsibilities for the child, and keep their performance under constant supervision and control, but not too rigidly. Celebrate and praise his efforts more often, even if the results are far from perfect.

And here the most important activity for children is absolutely irreplaceable - play, since it is close and understandable to the child. The use of the emotional influences contained in the intonations of the voice, facial expressions, gestures, the form of the adult's response to his own actions and the actions of the child will give both participants great pleasure.

Conclusion

Hyperactivity is commonly understood as overly restless physical and mental activity in children, when arousal prevails over inhibition. Doctors believe hyperactivity is due to very minor brain damage that cannot be detected by diagnostic tests. Scientifically speaking, we are dealing with minimal brain dysfunction. What are the causes of hyperactivity

The reasons for the manifestation of this syndrome have not yet been finally established. But many experts note the following among the reasons:

• toxicosis of pregnancy;
• pathology of childbirth;
• infections and intoxication of the first years of a baby's life;
• genetic factors;
• chronic alcoholism of parents.

Signs of hyperactivity appear in a child already in early childhood. In the future, his emotional instability and aggressiveness often lead to conflicts in the family and school.

The most important thing is a sincere desire to help the child on the part of the parents. We must try to keep the atmosphere at home calm. It is very important to properly organize the daily routine. The child must have a safe outlet for his hyperactivity. Sports are good, except for the struggle that provokes aggressiveness - it is quite enough for hyperactive children. You should also not arrange competitions. When a child competes with someone, trying to prove that he is better, he gets excited and excited. But this is just not necessary for hyperactive children, their nervous system is already excited.

List of used literature

1. Altherr P. Hyperactive children: correction of psychomotor development: a textbook for students of higher educational institutions. Moscow: Academy, 2011.
2. Artsishevskaya I.L. The work of a psychologist with hyperactive children in kindergarten: a guide. M .: Knigolyub, 2008.
3. Deputy I.S. Intellectual development of children with attention deficit hyperactivity disorder: monograph. Arkhangelsk: CPC NArFU, 2011.
4. Lyutova E.K. Cheat sheet for parents: hyperactive, aggressive, anxious and autistic children: psychocorrectional work with hyperactive, aggressive, anxious and autistic children. M .: Creative Center "Sphere", 2010.
5. Tokar O.V. Psychological and pedagogical support of hyperactive preschoolers: study guide. allowance. M .: Flinta, 2009.

TABLE OF CONTENTS

Introduction …………………………………………………………………………… .3

Chapter 1. Children with special developmental options. Hyperactive children ………… .5

1. Causes and conditions for the onset of hyperactivity (ADHD). …… ..… ... 6
2. Characteristics of hyperactive children ……………………………………. eight

Chapter 2. Peculiarities of work with hyperactive children ……………………… .12

1. Working with parents of a hyperactive child …………………………… .12
2. How to play with hyperactive children …………………………………… ..14

Conclusion ………………………………………………………………………… .16

References ……………………………………………………………… 18

Appendices ………………………………………………………………………… 19

INTRODUCTION

Why are children so different? Some are lively and active, others are quiet, shy. Some go to kindergarten with pleasure, play with their peers, others cry and hardly get used to new circumstances, the children's team. The answer to this question is not easy. The individual characteristics of children are determined by many factors. What the child will be like depends on congenital characteristics - temperament, type of nervous system, physical health; on living conditions; on what principles of upbringing parents adhere to.

Recently, more and more often we hear about a differentiated and individualized approach to the upbringing and education of a child. Of course, there are children with whom it is a pleasure to communicate: they are interested in everything, they succeed in everything, they are polite, capable and very nice. But not every child fits this category.

Scientists and practitioners classify children of different categories as a special group. These are children with pronounced abilities, who are usually called gifted, and children with various kinds of problems, for example, hyperactivity, deviant deviations, anxiety, shyness, aggressiveness.

It is important to be able to accept children as they are, helping them to adapt to their peculiarities and live with pleasure, building constructive interaction with them.

The need to study children with attention deficit hyperactivity disorder (ADHD) in preschool age is due to the fact that this syndrome is one of the most common reasons for seeking psychological help in childhood.

Literature analysis ( Zavadenko N.N., Bryazgunov I.P., Badalyan L.O., Zhurba L.T., Vsevolozhskaya N.M., Veltischev Yu.E., Khaletskaya O.V., Maksimova A. and others) on this issue showed that in most studies, observations were carried out over children school age, i.e. during the period when the signs are most pronounced, and the conditions for development in early and preschool age remain mainly out of sight.

Right now, the problem of early detection of attention deficit hyperactivity disorder, prevention of risk factors, its medical-psychological-pedagogical correction is gaining great importance, which makes it possible to draw up a favorable prognosis of treatment and organize corrective action.

CHAPTER 1. Children with special developmental options. Hyperactive children.

Children with special developmental options are those children whose behavior deviates from the accepted norms and standards of society. Moreover, psychological difficulties, emotional disorders and behavioral disorders are common in most children. And this is an integral part of the development process, but these are children of pedagogical risk.

The concept of a norm is one of the most difficult and uncertain scientific concepts. As a rule, there is no norm as such, but there are countless different variations of deviations from it. And if deviations reach quantitatively or qualitatively impressive sizes, then we have the right to talk about abnormal behavior.

As noted above, the category of children with special developmental options includes:

demonstrative children (demonstrative in psychology is usually called an individual (adult or child), whose behavior is aimed at attracting increased attention from others);

shy kids(Shyness is such an internal position of a child if he pays too much attention to the opinions of other people. The child becomes overly sensitive to condemnation by people around him. Hence - the desire to protect himself from people and situations that potentially threaten criticism about his appearance or behavior) ;

aggressive children(aggression is motivated destructive behavior that contradicts the norms and rules of the existence of people in society, harming the objects of attack, causing physical and moral damage);

closed children (isolation - a personality trait consisting in the lack or lack of desire to communicate with other people);

anxious children ( in psychology, anxiety is understood as a person's tendency to experience anxiety, that is, an emotional state that arises in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events)

hyperactive children.

1. Causes and conditions for the occurrence of hyperactivity (ADHD).

"Hyper ..." (from the Greek. Hyper - "Above", "above") - an integral part of complex words, indicating an excess of the norm. The word “active” came to the Russian language from the Latin “activus” and means “effective, active”.

Attention Deficit / Hyperactivity Disorder- This is a dysfunction of the central nervous system, manifested by difficulties in concentrating and maintaining attention, learning and memory disorders, as well as difficulties in processing exogenous and endogenous information and stimuli.

The authors of the psychological dictionary refer to the external manifestations of hyperactivity as inattention, distraction, impulsivity, and increased motor activity. Often hyperactivity is accompanied by problems in relationships with others, learning difficulties, low self-esteem. At the same time, the level of intellectual development in children does not depend on the degree of hyperactivity and may exceed the indicators of the age norm. The first manifestations of hyperactivity are observed before the age of 7 years and are more common in boys than girls.

As a rule, hyperactivity syndrome is based on minimal cerebral dysfunction (MMD), the presence of which is determined by a neuropathologist after a special diagnosis. If necessary, medication is prescribed.

The onset of hyperactivity may be due to the influence of various etiological factors during the period of brain development up to 6 years.

All factors causing brain damage in children were divided into biological, acting before childbirth, at the time of childbirth and after childbirth, and social, due to the influence of the immediate environment.It is believed that the onset of hyperactivity (ADHD) contributes to newborn asphyxia, threatened abortion, anemia of pregnancy, postmaturity, alcohol and drug use during pregnancy and smoking.

A psychological study of children undergoing hypoxia revealed a decrease in learning ability in 67%, a decrease in motor development in 38% of children, and deviations in emotional development in 58%. Speaking activity was reduced in 32.8%, and in 36.2% of cases the children had deviations in articulation.

A great contribution to the study of the problem was made by works that put forward an assumption about the role of genetic factors in the onset of ADHD, the proof of which was the existence of familial forms of ADHD (Trzhesoglava Z., Kuchma V.R., Bryazgunov I.P.).

Along with biological risk factors for ADHD, social factors are analyzed, for example, pedagogical neglect leading to ADHD. Psychologists I. Langmeyer and Z. Mateichik distinguish among social factors of distress, on the one hand, deprivation - mainly sensory and cognitive, on the other hand - social and cognitive. They include inadequate parental education, single-parent families, deprivation or deformation of maternal care as unfavorable factors.

It is also believed that the onset of ADHD is facilitated by the delinquent behavior of parents - alcoholism and smoking.

1. Characteristics of hyperactive children.

The first signs of hyperactivity are noticeable even in infancy: the child sleeps little and badly, is very mobile, overreacts to stimuli - light, sound, has a constantly increased or decreased muscle tone. By the age of 3-4, it becomes noticeable that the child cannot concentrate, play on his own. He is curious, but he is not interested in the essence. The most pronounced signs of hyperactivity are manifested in senior preschool and primary school age, from 5 to 10 years. This is due to the development of the central nervous system during this period.

PORTRAIT OF A HYPERACTIVE CHILD

Probably, in every group of kindergarten there are children who find it difficult to sit in one place for a long time, to be silent, to obey instructions. They create additional difficulties in the work of educators, because they are very mobile, quick-tempered, irritable and irresponsible. Hyperactive children often touch and drop various objects, push their peers, creating conflict situations. They often take offense, but they quickly forget about their grievances. The well-known American psychologist V. Oaklander characterizes these children as follows: “It is difficult for a hyperactive child to sit, he is fussy, moves a lot, turns in place, is sometimes overly talkative, can irritate him with his demeanor. He often has poor coordination or lack of muscle control. He is clumsy, drops or breaks things, spills milk. It is difficult for such a child to concentrate his attention, he is easily distracted, often asks many questions, but rarely waits for answers. "

One of the characteristic features of children with hyperactivity (ADHD) is social adaptation disorders. These children typically have a lower level of social maturity than is usually the case at their age. Affective tension, a significant amplitude of emotional experience, difficulties arising in communication with peers and adults, lead to the fact that the child easily forms and registers negative self-esteem, hostility to others.

Speech disorders such as delayed speech development, insufficient motor function of the articulatory apparatus, excessively delayed speech, or, conversely, explosiveness, voice and speech breathing disorders, are especially common in children with hyperactivity (ADHD).

Increased anxiety causes difficulties in acquiring normal social skills. Children do not fall asleep well even if the regime is observed, they eat slowly, dropping and spilling everything.

Increased switching from one activity to another occurs involuntarily, without attunement to the activity and subsequent control. The child is distracted by minor auditory and visual stimuli that are ignored by other peers.

Impulsiveness manifests itself in sloppy performance of the task (despite the effort, to do everything right), in restraint in words, deeds and actions, (for example, shouting from a place during class, inability to wait for one's turn in games or other activities), in the inability to lose, excessive persistence in defending one's interests (despite the demands of an adult). With age, the manifestations of impulsivity change: the older the child, the more impulsivity is expressed and more noticeable to others.

Every teacher who works with a hyperactive child knows how much trouble and trouble he brings to those around him. However, this is only one side of the coin. We must not forget that the child himself suffers first. After all, he cannot behave as adults demand, and not because he does not want to, but because his physiological capabilities do not allow him to do this. It is difficult for such a child to sit still for a long time, not fidget, not talk. Constant shouts, remarks, threats of punishment do not improve his behavior, and sometimes even become sources of new conflicts. In addition, such forms of exposure can contribute to the formation of negative character traits in the child. As a result, everyone suffers: both the child, and adults, and the children with whom he communicates.

No one has yet been able to achieve that a hyperactive child becomes obedient and compliant, and learning to live in the world and cooperate with it is quite a feasible task.

HOW TO IDENTIFY A HYPERACTIVE CHILD

The behavior of hyperactive children may be outwardly similar to the behavior of children with increased anxiety, so it is important for the teacher to know the main differences in the behavior of one category of children from another. Table 1 below will help you with this. In addition, the behavior of an anxious child is not socially destructive, and hyperactive is often a source of various conflicts, fights and simple misunderstandings.

Table 1. Criteria for the initial assessment of manifestations

hyperactivity and anxiety in a child

To identify a hyperactive child in a kindergarten group, it is necessary to observe him for a long time, to conduct conversations with parents and teachers.

The main manifestations of hyperactivity can be divided into three blocks: deficit of active attention, motor disinhibition, impulsivity. American psychologists P. Baker and M. Alvord propose the following criteria for detecting hyperactivity in a child:

1. Deficit of active attention

• Inconsistent, it is difficult for him to hold attention for a long time.
• Doesn't listen when spoken to.
• With great enthusiasm, he takes up the task, but does not finish it.
• Has difficulty organizing.
• Loses things often.
• Avoids boring and mentally demanding tasks.
• He is often forgetful.

1. Motor disinhibition

• Fidgets constantly.
• Shows signs of anxiety (drumming fingers, moving in a chair, running, climbing).
• Sleeps much less than other children, even in infancy.
• Very talkative.

1. Impulsiveness

• Begins to answer without hearing the question.
• Unable to wait for his turn, often interferes, interrupts.
• Poor concentration.
• Can't wait for a reward (if there is a pause between the action and the reward).
• Can't controland regulate your actions. Behavior is poorly controlled by rules.
• When performing tasks, it behaves differently and shows very different results. (In some classes the child is calm, in others he is not.)

If at least six of the listed signs appear before the age of 7, then it can be assumed that the child is hyperactive. In this case, the teacher in a tactful manner can recommend that parents contact a specialist: a psychologist or a neuropathologist. It is important to convince the parents that the child needs professional help.

CHAPTER 2. Features of work with hyperactive children.

The appearance of a hyperactive child in a kindergarten group complicates the life of the whole team from the very first minutes. He interferes with the lesson, jumps up from his seat, answers inappropriately, interrupts the adult. Of course, even a very patient teacher can get mad at such behavior. Whether it will be possible to establish contact with such a child depends largely on the strategy and tactics of the adult.

Since a hyperactive child is very impulsive, his unexpected action, which is sometimes even provocative, can cause an overly emotional reaction in an adult. Stay calm in any situation. Remember: no composure, no advantage! Stop for a few seconds before reacting to an unpleasant situation (for example, count to ten). And then, by avoiding an emotional outburst, you will avoid the feeling of guilt for the manifestation of your weakness, you will be able to better understand the child who so needs your support.

1. Working with parents of a hyperactive child.

Parents of hyperactive children often have great difficulty raising them. Not all of them like the behavior of the child in public places and at home. Numerous shouts and prohibitions do not lead to the desired result. Parents of a hyperactive child are often apprehensive about kindergarten or school. In fact, it is quite possible to learn how to avoid such situations. To do this, first of all, parents should be convinced that their child is what he is. And no one is to blame for this: neither he himself, nor they.

The confidence of parents that the people around them do not reject their child, but accept him, will help them themselves to better understand and accept their son or daughter. If the teacher meets the parents not with complaints, but with positive information, then the tense state will be replaced by a feeling of pride and joy. And when they see a child running towards them, parents will meet him not with reproaches, but with tenderness and a smile.

There is a method that has been proven many times in kindergarten that helps relieve stress from parents and improve parent-child relationships. It consists of an exchange between the teacher and the parents"Correspondence cards".At the end of the day, the teacher writes down information about the child on a pre-prepared card, the information is presented only in a positive form. Parents should then complete their part of the card at home in the evening. The result of the information received is the encouragement of the child from the parents and the educator.

Rules for working with hyperactive children.

• Work with your child early in the day, not in the evening.
• Reduce the child's workload.
• Divide work into shorter but more frequent periods. Use physical education.
• Be a dramatic, expressive educator.
• Reduce the requirements for neatness at the beginning of work to create a sense of success.
• Place the child next to an adult during class.
• Use tactile contact (elements of massage, touching, stroking).
• Agree with the child about certain actions in advance.
• Give short, clear and specific instructions.
• Use a flexible system of rewards and punishments.
• Encourage the child immediately, without delaying for the future.
• Give your child a choice.
• Keep calm. No composure - no advantage!

Tips for parents

• Observe a clear daily routine at home
• Ensure consistency and uniformity of requirements
• Praise more often for successes
• Instructions should be concise, specific and understandable
• Discuss planned actions with your child in advance
• Introduce the child to outdoor and sports games, in which you can discharge from the surging energy
• Don't get annoyed if your child does the opposite and needs to be told over and over again. Make sure your baby does it on his own. You just need to be patient.
• TV viewing should be limited to a minimum. Especially shouldn't kid see horror movies and crime stories
• Try to extinguish conflicts in which your child is involved, already from the moment of the "first spark"
• Be consistent in both punishments and rewards
• Hide your irritations and rage deeper
• Any disagreement in the family in matters of raising a child reinforces the negative qualities of the baby.

1. How to play with hyperactive children

When choosing games (especially mobile ones) for hyperactive children, it is necessary to take into account the following features of such children: attention deficit, impulsivity, very high activity, as well as the inability to obey group rules for a long time, listen and follow instructions, and fatigue. In the game, it is difficult for them to wait for their turn and reckon with the interests of others. Therefore, it is advisable to include such children in collective work in stages. You can start with individual work, then involve the child in games in small subgroups, and only after that move on to collective games. It is advisable to use games with clear rules that contribute to the development of attention.

Weak functions should also be trained in stages. At first, you need to select games that would contribute to the development of only one function. For example, games aimed at developing only attention. A separate stage in the work can be the use of games that will help the child acquire the skills to control motor activity. Outdoor games with hyperactive children are presented in Appendix 1, elements of yoga gymnastics for kids in Appendix 2, games and exercises for individual lessons in Appendix 3.

CONCLUSION

1. Hyperactive child- these are not just individual cases of illness in children, but a social problem of national importance for society. Number of children with hyperactivity ( ADHD) is alarmingly large and continues to grow. The overwhelming majority of them do not receive any treatment or assistance. Left to themselves, deprived of parental love and understanding of others, children with the syndrome often find solace in the use of alcohol and drugs. They are called " difficult child ". It is necessary to change the attitude of parents, teachers, doctors to this non-“childish” problem. One of the most important tasks is to improve the methods of diagnosis, treatment and pedagogical work with sick children..
2. Currently, there is no consensus on the factors leading to the onset of hyperactivity. At the present stage, three main groups are distinguished: early damage to the central nervous system associated with negative effects on the developing brain of various forms of pathology during pregnancy and childbirth; genetic factors and external social factors.
3. The manifestations of hyperactivity are distributed according to four main characteristics:inattention, distraction, impulsivity, increased physical activity.
4. Despite the fact that many specialists are engaged in this problem (teachers, defectologists, speech therapists, psychologists, psychiatrists), at present, there is still an opinion among parents and teachers that hyperactivity is just a behavioral problem, and sometimes just "licentiousness" child or the result of inept upbringing. Moreover, almost every child who shows excessive mobility and restlessness in a kindergarten group or in a classroom is considered by adults to be hyperactive children. Such haste in conclusions is far from always justified, since hyperactivity syndrome is a medical diagnosis, the right to which only a specialist has the right to make. In this case, the diagnosis is made only after a special diagnosis.
5. Right now, the problem of early detection of hyperactivity, prevention of risk factors, which makes it possible to draw up a favorable prognosis of treatment and organize a corrective effect, is acquiring great importance.
6. Only through the joint efforts of teachers, parents and specialists can a child with special development, namely, a hyperactive child, be taught effective ways of communicating with peers and adults.

BIBLIOGRAPHY

1. Artsishevskaya I.L. The work of a psychologist with hyperactive children in kindergarten. - M .: "National Book Center", 2011. - 64 p.
2. Gavrina S.E., Kutyavina N.L., Toporkova I.G., Shcherbinina S.V. Development and education of a child from 2 to 6 years old. Advice to parents, exercises, tests. - Yaroslavl: Academy of Development, 2009. - 96p.
3. Lyutova E.K., Monina G.B. Cheat sheet for adults: Psychocorrectional work with hyperactive, aggressive, anxious and autistic children. - SPb .: Rech, 2005 .-- 136s.
4. Malakhova A.N. "Heavenly Journey". Game therapy program for preschoolers. - SPb .: Rech, 2008 .-- 90s.
5. O.I. Children with attention deficit hyperactivity disorder. - SPb .: Rech, 2006 .-- 208s.
6. Psychology of children with deviations and mental disorders / Comp. and the general edition of V.M. Astapov, Yu.V. Mikadze. - SPb .: Peter, 2001 .-- 384s.
7. Drobinskaya A.O. Attention deficit hyperactivity disorder // Defectology. - No. 1. - 1999 .-- 86 p.

Annex 1.

Outdoor games for hyperactive children

1. "FIND THE DIFFERENCE" (E. K. Lyutova, G. B. Monina)

Target: Developing the ability to concentrate on details.

The child draws any simple picture and transfers it to an adult, while he turns away. An adult finishes a few details and returns a picture. The child should notice what has changed in the drawing. The game can also be played with a group of children.

1. "LASKY FEET" (I. Shevtsova)

Purpose: Relieving tension, muscle clamps, reducing aggressiveness, developing sensory perception, harmonizing relations between a child and an adult.

An adult picks up 6-7 small items of various textures: a piece of fur, a tassel, a glass bottle, beads, cotton wool, etc. All this is laid out on the table. The child is invited to bare his arm to the elbow; the teacher explains that the "animal" will walk on the hand and touch it with tender paws. It is necessary with closed eyes to guess which "animal" touched the hand - to guess the object. The touch should be stroking, pleasant.

1. "TALK WITH HANDS" (I. Shevtsova)

Purpose: To teach children to control their actions.

If the child got into a fight, broke something, or hurt someone, you can offer him the following game: circle the silhouette of palms on a piece of paper. Then invite him to revive his palms - draw their eyes, a mouth, paint their fingers with colored pencils. After that, you can start a conversation with your hands. It is important to emphasize that the hands are good, they can do a lot, but sometimes they do not obey their master. You need to end the game by "concluding a contract" between the hands and their owner.

1. "SPEAK!" (E. K. Lyutova, G.B. Monina)

Purpose: Development of the ability to control impulsive actions.

Tell the children this: “Guys, I’m going to ask simple and difficult questions. But it will be possible to answer them only when I give the command: "Speak!" Let's practice. "What time of year is it?" (The teacher pauses) “Speak!”; “What color is the ceiling in our group?” ... “Speak!” etc."

1. HOUR SILENCES AND THE HOUR "IT'S POSSIBLE" "(N. A. Kryazheva, 1997)

Purpose: To enable the child to dump the accumulated energy, and the adult - to learn how to control his behavior.

Agree with the children that there will be an hour of silence in the group when they get tired or have an important task. Children should be quiet, play calmly, draw. But as a reward for this, sometimes they will have an hour of "can" when they are allowed to jump, shout, run, etc. It is better to stipulate in advance which specific actions are allowed and which are prohibited.

1. "SIAM'S TWINS" (N. L. Kryazheva, 1997)

Purpose: To teach children flexibility in communicating with each other, to promote the emergence of trust between them.

Tell the children the following. “Divide into pairs, stand shoulder to shoulder, hug each other with one hand at the waist, place your right leg next to your partner's left leg. Now you are conjoined twins: two heads, three legs, one torso, and two arms. Try to walk around the room, do something, lie down, stand up, draw, jump, clap your hands, etc. etc. "

In order for the "third" leg to act "amicably", it can be fastened with either a string or an elastic band. In addition, twins can "grow together" not only with their legs, but with their backs, heads, etc.

1. LISTEN TO THE TEAM "(M. I. Chistyakova, 1990)

Purpose: Development of attention, arbitrary behavior.

The music sounds calm, but not too slow. Children walk in a column one after another. Suddenly the music stops. Everyone stops, listens to the presenter's whispered command (for example, "Put your right hand on your neighbor's shoulder") and immediately execute it. Then the music plays again, and everyone continues to walk. Commands are given only to perform calm movements. The game is played as long as the group is able to listen well and complete the task.

1. "THE KING SAID ..." (A well-known children's game)

Purpose: Switching attention from one type of activity to another, overcoming motor automatisms.

All participants in the game, together with the leader, stand in a circle. The presenter says that he will show different movements (physical, dance, comic), and the players should repeat them only if he adds the words "The King said."

Whoever makes a mistake, goes to the middle of the circle and performs some task of the participants in the game, for example, smile, jump on one leg, etc.

1. "FORBIDDEN MOVEMENT" (N. L. Kryazheva, 1997)

Purpose: Playing with clear rules organizes, disciplines children, rallies the players, develops responsiveness and induces healthy emotional uplift.

Children are facing the presenter. To the music with the beginning of each bar, they repeat the movements shown by the presenter. Then one movement is selected that cannot be performed. Anyone who repeats the prohibited move is out of the game. Instead of showing the movement, you can say numbers aloud.

1. "LISTEN TO COTTONS" (M. I. Chistyakova, 1990)

Purpose: Training attention and control of motor activity.

Everyone walks in a circle or moves around the room in a free direction. When the leader claps their hands once, the children should stop and take the stork position (standing on one leg, arms out to the sides) or some other position. If the leader slaps twice, the players should take the frog pose (sit down, heels together, toes and knees to the sides, hands between the soles of the feet on the floor). With three claps, the players resume walking.

1. "ZIMRI" (M. I. Chistyakova, 1990),

Purpose: Development of attention and memory.

Children jump to the beat of the music (legs to the sides - together, accompanying the jumps with claps over their heads and on the hips). Suddenly the music cuts off. The players should freeze in the position in which the music stopped. If one of the participants did not succeed, he is eliminated from the game. Music sounds again - the rest continue to perform the movements. They play until only one player remains in the circle.

Appendix 2.

YOGA GYMNASTICS FOR BABIES

1. Children walk in circles one after another and hum like little trains: "Tu-tu-u-u-u".
2. They stop, stand in a circle.
3. "They start the alarm clock" - they squeeze the palm into a fist, perform circular movements near the solar plexus: "Dzhik-djik-djik."
4. "The alarm clock rang": "Z-z-z". We will stop him - the children lightly hit the head with their palm.
5. "Sculpt a face" - hold hands along the edge of the face.
6. "Sculpt hairs" - press with the pads of the fingers on the roots of the hair.
7. "Sculpt the eyebrows" - run the fingertips along the eyebrows.
8. "Sculpt eyes" - touch the eyelids with the fingertips, run the index finger around the eyes. Blinking their eyes.
9. "Sculpt the nose" - hold the index finger from the bridge of the nose along the wings of the nose down.

10. "Sculpt ears" - pinch the earlobes, stroke the ears.

1. "Sculpting the chin" - stroking the chin.
2. “They draw the sun with a nose” - they twist their head, draw rays with their nose - they carry out the corresponding movements of the head from the bottom up: “Zhzhik-Zhzhik-Zhzhik”.
3. They say in chorus: "I am good, kind, beautiful", pat themselves on the head.

Appendix 3

GAMES AND EXERCISES FOR INDIVIDUAL LESSONS

Before starting collective play lessons, it is advisable to conduct several individual training sessions with children. When conducting individual lessons, you can use the following games and exercises.

1. To develop arbitrariness:

• “Yes” and “no” don't say ”;
• "Flies, does not fly";
• "Edible - inedible";
• Forbidden Movement;
• “Forbidden word”: (the child, following the adult, repeats all the words, except for one, which was “designated forbidden.” Instead of this word, he can, for example, clap his hands);
• "One-two-three - speak!"
• "Ocean is shaking"

2. For the development of attention and memory:

• “What has disappeared? »: The psychologist puts 10 toys on the table. The child examines them and closes his eyes. An adult removes one toy. The child opens his eyes and determines “what has disappeared”;
• “What has changed?”: The game is similar to the previous one, only the toys are not removed, but replaced;
• "Attention - draw!": An adult shows the child a simple drawing for 2 seconds. Then the drawing is removed, and the child draws it from memory;
• "Listen to the claps": an adult agrees with a child that if one clap sounds, you need to march in place, two claps - stand on one leg (like a stork), three claps - jump (like a frog);
• "Consider the toy, and then describe it."

Children's hyperactivity is a condition in which the activity and excitability of the child is much higher than the norm. This causes a lot of trouble for parents, educators and teachers. And the child himself suffers from emerging difficulties in communicating with peers and adults, which is fraught with the formation of negative psychological personality traits in the future.

How to identify and treat hyperactivity, which specialists should be consulted to make a diagnosis, how to properly build communication with a child? All this you need to know in order to raise a healthy baby.

It is a neurological-behavioral disorder that is often referred to in the medical literature as hyperactive child syndrome.

It is characterized by the following violations:

• impulsive behavior;
• significantly increased speech and motor activity;
• attention deficit.

The disease leads to poor relationships with parents, peers, poor school performance. According to statistics, this disorder occurs in 4% of schoolchildren, in boys it is diagnosed 5-6 times more often.

The difference between hyperactivity and activity

Hyperactivity syndrome differs from an active state in that the behavior of the baby creates problems for the parents, those around him and himself.

It is necessary to contact a pediatrician, neurologist or child psychologist in the following cases: motor disinhibition and lack of attention are constantly manifested, behavior makes it difficult to communicate with people, school performance is low. You also need a doctor's consultation if the child is aggressive towards others.

Causes

The reasons for hyperactivity can be different:

• premature or;
• intrauterine infections;
• the influence of harmful factors at work during a woman's pregnancy;
• bad ecology;
• and physical overload of a woman during gestation;
• hereditary predisposition;
• unbalanced nutrition during pregnancy;
• immaturity of the central nervous system of the newborn;
• disturbances in the metabolism of dopamine and other neurotransmitters in the central nervous system of the infant;
• overestimated requirements for the child of parents and teachers;
• violations of purine metabolism in a baby.

Provoking factors

This condition can be triggered by the use of drugs during pregnancy without consulting a doctor. Possible exposure to drugs, smoking during gestation.

Conflict relationships in the family, domestic violence can contribute to the emergence of hyperactivity. Low academic performance, due to which the child is exposed to criticism from teachers and punishment from parents is another predisposing factor.

Symptoms

Signs of hyperactivity are similar at any age:

• anxiety;
• restlessness;
• irritability and tearfulness;
• poor sleep;
• stubbornness;
• inattention;
• impulsiveness.

In newborns

Hyperactivity in children under one year old - infants is indicated by anxiety and increased motor activity in the crib, the brightest toys cause them a short interest. On examination, such children often show stigmas of dysembryogenesis, including epicantal folds, abnormal structure of the auricles and their low location, Gothic palate, cleft lip, cleft palate.

In children 2-3 years old

Parents begin to notice the manifestations of this condition most often from the age of 2 or from an even earlier age. The child is characterized by increased moodiness.

Already at the age of 2, mom and dad see that it is difficult to interest the baby with something, he is distracted from the game, turns on a chair, is in constant motion. Usually such a child is very restless, makes noise, but sometimes a 2-year-old baby surprises with his silence, lack of desire to come into contact with parents or peers.

Child psychologists believe that sometimes this behavior precedes the appearance of motor and speech disinhibition. At two years old, parents can observe signs of aggression in a baby and an unwillingness to obey adults, ignoring their requests and demands.

From the age of 3, manifestations of selfish traits become noticeable. The child seeks to dominate his peers in collective games, provokes conflict situations, interferes with everyone.

For preschoolers

The hyperactivity of the preschooler is often manifested by impulsive behavior. Such children interfere in the conversations and affairs of adults, do not know how to play collective games. Particularly painful for parents are the hysterics and whims of a 5-6-year-old baby in crowded places, his violent expression of emotions in the most inappropriate environment.

In preschool children, restlessness is clearly manifested, they do not pay attention to the comments made, interrupt, shout out over their peers. It is completely useless to reprimand and scold a 5-6-year-old child for hyperactivity, he simply ignores information and poorly learns the rules of behavior. Any activity attracts him for a short time, he is easily distracted.

Varieties

Behavioral disorder, which often has a neurological background, can proceed in different ways.

Attention deficit hyperactivity disorder

This violation is characterized by the following behavioral features:

• listened to the task, but could not repeat it, immediately forgetting the meaning of what was said;
• cannot concentrate and complete the assignment, although he understands what his task is;
• does not listen to the interlocutor;
• does not respond to comments.

Attention deficit hyperactivity disorder

This disorder is characterized by the following signs: fussiness, verbosity, increased physical activity, the desire to be in the center of events. Also characterized by frivolity of behavior, a tendency to take risks and adventures, which often create life-threatening situations.

Attention deficit hyperactivity disorder

It is referred to in the medical literature as ADHD. You can talk about such a syndrome if the child has the following behavioral features:

• cannot concentrate on completing a specific task;
• throws the job started without completing it to the end;
• selective attention, unstable;
• negligence, inattention in everything;
• does not pay attention to the speech addressed, ignores offers of help in completing a task if it causes him difficulties.

Disorders of attention and hyperactivity at any age interfere with organizing their work, accurately and correctly completing the task, without being distracted by external interference. In everyday life, hyperactivity and attention deficit lead to forgetfulness, frequent loss of things.

Disorders of attention with hyperactivity are fraught with difficulties in following even the simplest instructions. Such children are often in a hurry, commit rash acts with which they can harm themselves or others.

Possible consequences

At any age, this behavioral disorder interferes with social contact. Due to hyperactivity in preschool children attending kindergarten, it is difficult to participate in collective games with peers, to communicate with them and educators. Therefore, visiting kindergarten becomes a daily psychotrauma, which can adversely affect the further development of the personality.

Students' performance suffers, school attendance causes only negative emotions. The desire to learn, to learn new things disappears, teachers and classmates are annoying, contact with them has only a negative connotation. The child withdraws into himself or becomes aggressive.

The impulsive behavior of a child sometimes poses a threat to his health. This is especially true for children who break toys, conflict, fight with other children and adults.

If you do not seek help from a specialist, a person may develop a psychopathic personality type with age. Hyperactivity in adults usually begins during childhood. One in five children with the disorder will have symptoms into adulthood.

The following features of the manifestation of hyperactivity are often observed:

• a tendency to aggression towards others (including parents);
• suicidal tendencies;
• inability to participate in dialogue, to make a constructive joint decision;
• lack of skills in planning and organizing their own work;
• forgetfulness, frequent loss of necessary things;
• refusal to solve tasks that require mental stress;
• fussiness, long talk, irritability;
• fatigue, tearfulness.

Diagnostics

A baby's attention deficit and hyperactivity become noticeable to parents from an early age, but the diagnosis is made by a neurologist or psychologist. Usually, hyperactivity in a 3-year-old child, if it occurs, is no longer in doubt.

Diagnosing hyperactivity is a multi-step process. Anamnesis data (course of pregnancy, childbirth, dynamics of physical and psychomotor development, diseases suffered by the child) are collected and analyzed. The specialist is interested in the opinion of the parents themselves about the development of the baby, the assessment of his behavior at 2 years old, at 5 years old.

The doctor needs to find out how the adaptation to kindergarten went. During the reception, parents should not tug at the child, make comments to him. It is important for the doctor to see his natural behavior. If the baby has reached the age of 5, the child psychologist will conduct tests to determine attentiveness.

The final diagnosis is made by a neurologist and child psychologist after receiving the results of electroencephalography and MRI of the brain. These examinations are necessary to exclude neurological diseases, the consequence of which may be impaired attention and hyperactivity.

Laboratory methods are also important:

• determination of the presence of lead in the blood to exclude intoxication;
• biochemical blood test for thyroid hormones;
• a general blood test to exclude anemia.

Special methods can be used: consultations with an ophthalmologist and audiologist, psychological testing.

Treatment

If the diagnosis of "hyperactivity" is made, it is necessary to carry out complex therapy. It includes medical and educational activities.

Educational work

Specialists in child neurology and psychology will explain to parents how to deal with their child's hyperactivity. Kindergarten teachers and teachers in schools also need to have the appropriate knowledge. They should teach parents the correct behavior with a child, help to overcome difficulties in communicating with him. Experts will help the student to master the techniques of relaxation and self-control.

Modification of conditions

You need to praise and encourage the baby for any success and good deeds. Emphasize the positive qualities of character, support any positive endeavors. You can keep a diary with your child, where you can record all his achievements. In a calm and friendly tone, talk about the rules of behavior and communication with others.

Already from the age of 2, the baby should get used to the daily routine, sleep, eat and play at a certain time.

From the age of 5, it is desirable that he has his own living space: a separate room or a corner fenced off from the common room. There should be a calm atmosphere in the house, quarrels of parents and scandals are unacceptable. It is advisable to transfer the student to a class with fewer students.

To reduce hyperactivity at 2-3 years old, children need a sports corner (wall bars, children's bars, rings, rope). Exercise and play can help you release tension and spend energy.

What parents shouldn't do:

• constantly scold and scold, especially in front of strangers;
• humiliate the baby with mocking or rude remarks;
• constantly speak strictly with the child, give instructions in an orderly tone;
• prohibit something without explaining to the child the reason for his decision;
• give too difficult tasks;
• demand exemplary behavior and only excellent grades in school;
• carry out household chores that were entrusted to the child, if he did not complete them;
• to accustom to the idea that the main task is not to change behavior, but to receive a reward for obedience;
• apply methods of physical influence in case of disobedience.

Drug therapy

Medical treatment of hyperactivity disorder in children plays only an auxiliary role. It is prescribed when there is no effect of behavioral therapy and special education.

To eliminate the symptoms of ADHD, the drug Atomoxetine is used, but its use is possible only as directed by a doctor, there are undesirable effects. Results appear after about 4 months of regular use.

If the baby is diagnosed with this, psychostimulants may also be prescribed. They are used in the morning. In severe cases, tricyclic antidepressants are used under medical supervision.

Games with hyperactive children

Even with board and quiet games, the hyperactivity of a 5-year-old child is noticeable. He constantly attracts the attention of adults with erratic and aimless body movements. Parents need to spend more time with the baby, communicate with him. Cooperative games are very useful.

Effectively alternating quiet board games - bingo, picking up puzzles, checkers, with outdoor games - badminton, football. Summer offers many opportunities to help a child with hyperactivity.

During this period, you need to strive to provide the baby with country rest, long hikes, and teach swimming. During walks, talk more with the child, tell him about plants, birds, natural phenomena.

A hyperactive child is a toddler with excessive motor mobility. Previously, the presence of hyperactivity in the anamnesis of the baby was considered a pathological minimal disorder of the mental functions. Today, hyperactivity in a child is referred to as an independent ailment, which is called a syndrome. It is characterized by increased motor activity of children, restlessness, easy distraction, impulsivity. At the same time, individuals with a high level of activity have a level of intellectual development that corresponds to their age norm, and in some individuals, even higher than the norm. Primary symptoms of increased activity are less common in girls and begin to be detected already at an early age. This disorder is considered a fairly common disorder of the behavioral-emotional aspect of mental functions. Children with overactive syndrome are immediately noticeable when surrounded by other babies. Such crumbs cannot calmly sit for a minute in one place, they constantly move, rarely bring things to an end. Symptoms of hyperactivity are observed in almost 5% of the child population.

Signs of a hyperactive child

It is possible to diagnose hyperactivity in a child only after long-term observation of children's behavior by specialists. Some manifestations of increased activity can be seen in most children. Therefore, it is so important to know the signs of hyperactivity, the main of which is the impossibility of concentrating attention on one phenomenon for a long time. When this sign is detected, the age of the baby must be taken into account, since at different stages of childhood development, the inability to focus is manifested differently.

A child suffering from increased activity is too restless, he constantly fidgets or rushes, runs. If the baby is in constant aimless movement and has an inability to concentrate, then we can talk about hyperactivity. Also, the actions of a kid with increased activity should have a certain amount of eccentricity and fearlessness.

The signs of a hyperactive child include the inability to combine words into sentences, a persistent desire to take everything in hand, disinterest in listening to children's fairy tales, inability to wait for their turn.

In hyperactive children, there is a decrease in appetite along with an increased feeling of thirst. Such babies are difficult to put to bed, both during the day and at night. Older children with hyperactivity disorder suffer. They react sharply to perfectly normal situations. Along with this, it is quite difficult for them to console and calm down. Children with this syndrome are overly touchy and quite irritable.

Disturbances in sleep and decreased appetite, low weight gain, anxiety, and increased excitability can be attributed to clear precursors of hyperactivity in the early age period. However, it should be borne in mind that all of the listed signs may have other reasons that are not related to hyperactivity.

In principle, psychiatrists believe that the diagnosis of heightened activity can be made to babies only after they have overcome the age of 5 or 6 years. During the school period, manifestations of hyperactivity become more noticeable and pronounced.

In learning, a child with hyperactivity is characterized by an inability to work in a team, the presence of difficulties with retelling textual information and writing stories. Interpersonal relationships with peers do not add up.

A hyperactive child often manifests in relation to the environment. He is inclined not to fulfill the teacher's requirements in the classroom, differs in restlessness in the classroom and unsatisfactory behavior, often does not do his homework, in a word, such a kid does not obey the established rules.

Hyperactive toddlers are, in most cases, overly chatty and extremely awkward. In such children, as a rule, everything falls out of hand, they touch everything or hit everything. More pronounced difficulties are observed in fine motor skills. It is difficult for such children to catch buttons on their own or tie their own laces. They usually have ugly handwriting.

A hyperactive child can be broadly described as inconsistent, illogical, restless, absent-minded, disobedient, stubborn, sloppy, awkward. At an older age stage, restlessness and restlessness usually go away, but the inability to concentrate remains, sometimes for life.

In connection with the above, the diagnosis of increased child activity should be treated with caution. You also need to understand that even if the baby has a history of hyperactivity, this does not make him bad.

A hyperactive child - what to do

Parents of a hyperactive child should, first of all, consult a specialist to establish the cause of this syndrome. Such reasons may be a genetic predisposition, in other words, hereditary factors, causes of a socio-psychological nature, for example, the climate in the family, living conditions in it, etc., biological factors, which include various brain lesions. In cases where, after establishing the cause that provoked the appearance of hyperactivity in a child, appropriate treatment is prescribed by a therapist, such as massage, adherence to the regimen, taking medications, it must be performed strictly.

Correctional work with hyperactive children, in the first turn, should be carried out by the parents of babies, and it begins with the creation of a calm, favorable environment around the crumbs, since any disagreements in the family or loud clarifications of relations only "charge" them with negative emotions. Any interaction with such babies, and in particular a communicative one, should be calm, gentle, in view of the fact that they are extremely susceptible to the emotional state and mood of loved ones, especially parents. All adult members of family relationships are encouraged to follow a single model of behavior in raising a child.

All actions of adults in relation to hyperactive children should be aimed at developing their skills of self-organization, relieving disinhibition, building respect for the surrounding individuals and teaching accepted norms of behavior.

An effective way to overcome the difficulties of self-organization is to hang special leaflets in the room. To this end, it is necessary to determine the two most important and most serious things that the baby can successfully complete during the daylight hours, and write them on sheets of paper. These sheets should be posted on a so-called notice board, for example, in the children's room or on the refrigerator. Information can be displayed not only through written speech, but also with the help of figurative drawings, symbolic images. For example, if the baby needs to wash the dishes, then you can draw a dirty plate or spoon. After the baby completes the assignment, he must make a special note on the memo opposite the corresponding order.

Another way to develop self-organizing skills is to use color coding. So, for example, for classes at school, you can have certain colors of notebooks, which will be easier for the student to find in the future. In order to teach the child to put things in order in the room, multi-colored signs also help. For example, attach leaflets of various colors to boxes for toys, clothes of notebooks. Labeling sheets should be large, clearly visible and have various designs that will depict the contents of the boxes.

In the primary school period, classes with hyperactive children, mainly, should be purposefully aimed at developing attention, developing voluntary regulation, and training the formation of psychomotor functions. Also, therapeutic methods should cover the development of specific skills of interaction with peers and adults. The initial corrective work with an overly active baby should be done individually. At this stage of corrective action, it is necessary to teach a small individual to listen, understand the instructions of a psychologist or another adult and pronounce them loudly, express independently during classes the rules of behavior and norms for performing a specific task. It is also desirable at this stage to develop, together with the baby, an order of rewards and a system of punishments, which will subsequently help him to adapt in a team of peers. The next stage involves the involvement of an overly active baby in collective activities and should also be implemented gradually. First, the child needs to be involved in the play process or in the work with a small group of children, and then he can be invited to participate in group activities that involve a large number of participants. Otherwise, if this sequence is not followed, the baby may become overexcited, which will cause a loss of control of behavior, general fatigue and a lack of active attention.

It is also quite difficult to work with overly active children in school, but such children also have their own attractive features.

Hyperactive children in school are characterized by a fresh spontaneous reaction, they are easily inspired, they are always willing to help teachers and other peers. Hyperactive kids are completely unforgiving, they are more resilient than their peers, comparatively less often classmates are prone to diseases. They often have very rich imaginations. Therefore, teachers are advised to try to understand their motives and determine the model of interaction in order to choose a competent strategy for behavior with such kids.

So, in a practical way, it was proved that the development of the motor system of babies has an intense effect on their all-round development, namely, on the formation of visual, auditory and tactile analyzer systems, speech abilities,. Therefore, classes with hyperactive children must certainly contain motor correction.

Working with hyperactive children

Three key areas involve the work of a psychologist with hyperactive children, namely, the formation of mental functions that are lagging behind in such babies (control over movements and behavior, attention), the development of specific abilities to interact with peers and the adult environment, and work with anger.

Such corrective work occurs gradually and begins with the development of one function. Since a hyperactive kid is physically unable to listen to a teacher with equal attention for a long time, to restrain impulsivity and sit quietly. After stable positive results have been achieved, one should proceed to the simultaneous training of two functions, for example, lack of attention and behavioral control. At the last stage, you can introduce classes aimed at the development of all three functions at the same time.

The work of a psychologist with a hyperactive child begins with personal sessions, then you should move on to exercises in small groups, gradually involving an increasing number of children. Because the individual characteristics of babies with excessive activity make it difficult for them to concentrate when there are many peers around.

In addition, all activities should take place in a form that is emotionally acceptable for the kids. The most attractive for them are activities in the form of a game. A hyperactive child in the garden requires special attention and approach. Since with the appearance of such a baby in a preschool institution, many problems arise, the solution of which lies with the educators. They need to direct all the actions of the crumbs, and the system of prohibitions should be accompanied by alternative proposals. Play activities should be aimed at relieving stress, lowering, and developing the ability to focus attention.

A hyperactive child in the garden has a hard time withstanding a quiet hour. If the baby is not able to calm down and fall asleep, then the teacher is recommended to sit next to him and talk to him affectionately, stroking his head. As a result, muscle tension and emotional arousal will decrease. Over time, such a baby will get used to a quiet hour, and after it he will feel rested and less impulsive. When interacting with an overly active baby, emotional interaction and tactile contact have a rather effective effect.

Hyperactive children in school also require a special approach. In the first turn, it is necessary to increase their educational motivation. For this purpose, non-traditional forms of correctional work can be used, for example, using the teaching of toddlers by older students. Older students act as instructors and can teach the art of origami or beadwork. In addition, the educational process should be focused on the psychophysiological characteristics of students. So, for example, it is necessary to change the types of activity if the child is tired, or to implement his motor need.

Educators need to take into account the eccentricity of the disorder in children with hyperactive behavior. Often they interfere with the normal conduct of classes, since it is difficult for them to control and manage their own behavior, they are always distracted by something, they are more excited in comparison with their peers.

In the course of schooling, especially at the beginning, it is quite difficult for children with excessive activity to complete the educational task and be neat at the same time. Therefore, teachers are advised to reduce the requirements for accuracy in such children, which will further contribute to the development of a sense of success in them, an increase in self-esteem, which will result in an increase in learning motivation.

Very important in corrective action is work with parents of a hyperactive child, aimed at explaining to adults the characteristics of a child with excessive activity, teaching them verbal and non-verbal interaction with their own children, developing a single strategy for educational behavior.

A psychologically stable situation and a calm microclimate in family relationships are key components of the health and well-being of any baby. That is why it is necessary, in the first turn, for parents to pay attention to the environment surrounding the baby at home, as well as in a school or preschool institution.

Parents of a hyperactive child should be careful not to overwork the child. Therefore, it is not recommended to exceed the required load. Overwork leads to childish moods, irritability and worsening of their behavior. In order for the crumbs not to become overexcited, it is important to observe a certain daily routine, in which time is necessarily allotted for a nap, outdoor games are replaced by calm games or walks, etc.

Also, parents should remember that the less they make comments to their hyperactive child, the better it will be for him. If adults do not like children's behavior, then it is better to try to distract them with something. You need to understand that the number of bans should correspond to the age period.

For a hyperactive child, praise is very necessary, so you should try to praise him as often as possible. However, at the same time, one should not do it too emotionally, so as not to provoke overexcitement. You should also try to ensure that the request addressed to the child does not carry several instructions at the same time. When talking with your baby, it is recommended to look into his eyes.

For the correct formation of fine motor skills and the all-round organization of movements, children should be actively involved in choreography, various types of dancing, swimming, tennis or karate classes. It is necessary to attract the crumbs to games of an active nature and sports orientation. They must learn to understand the goals of the game and obey its rules, and also try to plan the game.

When raising a child with high activity, it is not necessary to go too far, in other words, parents are advised to adhere to a sort of middle position in behavior: they should not show excessive softness, but also excessive demands that children are not able to fulfill by combining them with punishments should be avoided. The constant change of punishments and moods of parents has a negative impact on babies.

Parents should spare no effort or time for the formation and development of obedience, accuracy, self-organization in children, for the development of responsibility for their own actions and behavior, the ability to plan, organize and bring what has been started to completion.

To improve concentration of attention during lessons or other tasks, all irritating and distracting factors for the baby should be eliminated, if possible. Therefore, the child needs to be allocated a quiet place in which he can concentrate on lessons or other activities. In the process of doing homework, parents are advised to periodically look at the baby to check if he is completing the tasks. You should also provide a short break every 15 or 20 minutes. Discuss his actions and behavior with the child in a calm and supportive manner.

In addition to all of the above, correctional work with hyperactive children consists in increasing their self-esteem, gaining confidence in their own potential. Parents can do this by teaching children new skills and abilities. Also, academic success or any achievements in everyday life contribute to the growth of self-esteem in toddlers.

A child with increased activity is characterized by excessive sensitivity, he inadequately reacts to any comments, prohibitions or notations. Therefore, children suffering from excessive activity, more than others, need the warmth of loved ones, care, understanding and love.

There are also many games aimed at mastering control skills by hyperactive children and learning to control their own emotions, actions, behavior, attention.

Games for hyperactive children are the most effective way to develop the ability to concentrate and help relieve disinhibition.

Often, relatives of children with increased activity experience many difficulties in the process of educational activities. As a result, many of them, with the help of harsh measures, are fighting the so-called children's disobedience, or, on the contrary, in despair, "gave up" their behavior, thereby giving their children complete freedom of action. Therefore, work with the parents of a hyperactive child, first of all, should include enriching the emotional experience of such a child, helping him in mastering elementary skills, which helps to smooth out the manifestations of excessive activity and thereby leads to a change in relationships with close adults.

Treatment of a hyperactive child

Today, the question arose about the need for treatment of hyperactivity syndrome. Many therapists are convinced that hyperactivity is a psychological condition that should be subjected to corrective action for the further adaptation of children to life in a team, while others are against drug therapy. The negative attitude towards drug treatment is a consequence of the use in some countries for this purpose of amphetamine-type psychotropic drugs.

In the former CIS countries, the drug Atomoxetine is used for treatment, which does not belong to psychotropic drugs, but also has a number of side effects and contraindications. The effect of taking this drug becomes noticeable after four months of therapy. Having chosen medication as a means of combating hyperactivity, it should be understood that any drugs are aimed solely at eliminating symptoms, and not at the causes of the disease. Therefore, the effectiveness of such an intervention will depend on the intensity of the manifestations. But still, drug treatment of a hyperactive child should be used only in the most difficult cases. Since it can often harm a child, due to the fact that it has a huge number of side effects. Today, the most sparing medications are homeopathic remedies, since they do not have such a strong effect on the activity of the nervous system. However, taking such drugs requires patience, since the effect of them occurs only after accumulation in the body.

Non-drug therapy is also successfully used, which should be comprehensive and developed individually for each baby. Typically, this therapy includes massage, manual effects on the spine and physiotherapy exercises. The effectiveness of such funds is observed in almost half of the patients. The disadvantages of non-drug therapy are considered to be the need for an individual approach, which is practically impossible in the context of the organization of modern healthcare, huge cash costs, the need for constant correction of therapy, a lack of qualified specialists and limited effectiveness.

The treatment of a hyperactive child also involves the use of other methods, for example, the use of biofeedback. For example, the biofeedback technique does not completely replace treatment, but it helps to reduce and adjust the doses of drugs. This technique refers to behavioral therapy and is based on the use of the latent potential of the body. The key task of this technique involves the formation of skills and the mastery of them. Biofeedback technique belongs to modern trends. Its effectiveness lies in improving the ability of babies to plan their own activities and understand the consequences of inappropriate behavior. The disadvantages include inaccessibility for most families and the inability to obtain effective results in the presence of injuries, displacement of the vertebrae and other diseases.

Behavioral therapy has also been used quite successfully to correct hyperactivity. The difference between the approach of specialists in science and the approach of followers of other directions lies in the fact that the former do not seek to understand the causes of the phenomenon or predict their consequences, while the latter are engaged in searching for the origins of problems. Behaviorists work directly with behavior. They positively reinforce so-called “right” or desired behavior and negatively reinforce “wrong” or inappropriate behavior. In other words, they develop a kind of reflex in patients. The effectiveness of this method is observed in almost 60% of cases and depends on the severity of symptoms and the presence of concomitant diseases. The disadvantages include the fact that the behavioral approach is more common in the United States.

Games for hyperactive children are also methods of corrective action that contribute to the development of skills to control motor activity and control their own impulsivity.

Complex and individually designed treatment contributes to the onset of a positive effect in the correction of hyperactive behavior. However, it should not be forgotten that for the maximum result, joint efforts of parents and other close circle of the baby, teachers, doctors and psychologists are necessary.

The information provided in this article is intended solely for information and cannot replace professional advice and qualified psychological assistance.