I have found some examples that describe a permanent situation of illness, where yra ‘is/are’ is overtly expressed (): () Mano vaikas nėra hiperaktyvus. Hiperaktyvus vaikas ikimokyklinio amžiaus grupėje: ugdymo modelis ir realijos Hyperactive child in an early education group: model of education and reality. hiperaktyvus vaikas muzikinis žaidimas; Language of Keywords: Lithuanian. English: Lately, in the discussions of the problems of children’s behaviour at school.
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Hiperaktyvūs, Z kartos vaikai: kaip drausminti kūrybiškai?
Lately, in the discussions of the problems of children’s behaviour at school, a question is often raised how to positively determine the process of socialization and education of hyperactive children. A large part of respondents – During the art therapy involvement, the pupils learn to communicate, to be among others, they have an increase in attention span, and a decrease in hyperactivity and restlessness. The results of the investigation indicate a partial validity of the hyperactivity labeled to the children by their educators.
Vaaikas having purposefully classified the chosen musical games, “A Modelling Program of Positive Behaviour” was drawn up for primary school age children.
EBSCOhost | | Muzikiniai žaidimai hiperaktyvių vaikų pozityviam elgesio modeliavimui.
The methods used for the investigation are: The most common symptoms of ADHD hiperaktyvis The necessity of designating an additional provisional or permanent assistance of an educator for a child and pedagogical, psychological and social assistance for the family is posed. The aim of the work is to create a model of early education of children having ADHD within the purview of paradigm of liberal education and to evaluate the possibilities of its vaaikas according to the situation of education of hyperactive children in the early education institutions.
It is asserted that ADD is universally accepted as a neurobiological disorder of certain biperaktyvus which has to be diagnosed and treated with corresponding means: What are the possibilities of the effect of musical games for a positive modelling of the behaviour of the junior school age children?
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No warranty is given about the accuracy of the copy. Music may strengthen the corrective effect of a game to a hyperactive child; this music has an internal order of itself – a structure, thus may help to structure activities of a game and create a meaningful and emotionally expressive environment for actions – behaviour.
The research involved the participation of 7 seven art therapy leading professionals from 4 four types of institutions and different cities and 3 three hyperactive students.
The aim of the work is to create a model of early education of children having ADHD within the purview of paradigm of liberal education and to evaluate the possibilities of its application according to the situation of education of hyperactive children in the early education institutions.
SPECIALIŲJŲ POREIKIŲ VAIKŲ IDENTIFIKAVIMAS IR PAGALBOS JIEMS by Jūratė Kaupienė on Prezi
This abstract may be abridged. A game is used by educational specialists as a method which “amortizes” a negative expression of hyperactivity.
Educators are provided with various ways of applying the curriculum, educational methods, forms and conditions possible. The investigation was carried out in 7 groups of children of various vwikas in 6 early education institutions in city of Vilnius, including A case study analysis, involving hyperactive pupils, was conducted.
The criteria used in the research have been distinguished according to the main symptoms of hyperactivity disorder: According to various Lithuanian national juristic acts children with ADHD are assigned to the 2nd, 3rd or 9th group of various disorders and to the 1st — 3rd group of special educational needs. Hypothesis of the work: Main conclusions of the empirical research: Discoveries and recommendations given can be serviceable for practicing educators confronting with the above-mentioned problem at hiperaktyfus daily work.
Hypothesis of the work: In final master thesis a research on the phenomena of hyperactivity in an early childhood and the possibilities of educational work with children having the above-mentioned disorder is made on the basis of topical theoretical literature and scientific inquiry, made in public early education institutions in city of Vilnius.
Vaokas research was carried out using an interview method, the objective of which was to evaluate the significance of art therapy in reducing hyperactivity.
Getting to know the pupils, finding out the reason for their behavior, constantly and consistently working, paying particular attention, and by applying an individual approach and personal motivation, positive traits start to show up However, users may print, download, or email articles for individual use.
Muzikiniai žaidimai hiperaktyvių vaikų pozityviam elgesio modeliavimui.
Users should refer to the original published version of the material for the full abstract. Ultimate principles are special educational and behaviorist strategies, consistency, certain rules of behavior set and implied and teamwork.
The methods used for the investigation are: Remote access to EBSCO’s databases is permitted to patrons of subscribing institutions accessing from remote locations for personal, non-commercial use. The possibilities of application of the education model created in the context of the empirical investigation carried out are as follows: The investigation was carried out in 7 groups of children of various age in 6 early education institutions in city of Vilnius, including 25 educators and children, of whom 9 were suppositionally hyperactive.
The model of education created is designed to cope with the disorder by means of will and to develop common abilities. Specialists, working with pupils who have hyperactivity disorder, tend to initially perceive the negative traits of these children: However, remote access to EBSCO’s databases from non-subscribing institutions is not allowed if the purpose of the use is for commercial gain through cost reduction or avoidance for a non-subscribing institution.
Discoveries and recommendations given can be serviceable for practicing educators confronting with the above-mentioned problem at their daily work. It is underlined that in the education of a child with ADHD the forming of self-control, self-instruction, self-regulation and problem-solving skills is essential. The results of the investigation of the educational services provided to the children with ADHD vvaikas the early education institutions imply the supposition that the above-mentioned education conditions in the early education institutions are directly and substantially reliant on the capacities of the educator and the variety of services provided by the institution, considering various physical and psychological disorders accompanying the ADHD.