LA HIPERACTIVIDAD Y EL PROCESO DE APRENDIZAJE: MANEJO DE LAS EMOCIONES DESDE LA EXPERIENCIA DOCENTE

Abstract

Hyperactivity as a common disorder in childhood has become a term of considerable importance at the scientific and investigative level, this particular is added the relevant influence that has on the optimal development of learning. Some of these manifestations are shown at the level of the handling of the emotions causing an interruption in the effective process of the teaching. It is then up to teachers to apply effective methodological strategies that enable children to reach their potential both in terms of skills and competences. For this reason, the purpose of this research is to understand the implications of managing emotions in the learning process in children with hyperactivity in Guayaquil. The approach was qualitative and the method used was phenomenological. The interviewing technique was used while the informants were composed of three (3) experienced teachers in working with children that have hyperactivity. The interpretation of the information was made through the technique of phenomenological, eidetic and egological reductions. Subsequently, the conceptual synthesis, among the aspects that it contains, mentions that key informants point out that the management of emotions exerts a great positive influence on the learning process of children with hyperactivity to achieve their integral development and that they themselves can effectively respond to the educational act.