Giáo dục kĩ năng duy trì chú ý thông qua trò chơi học tập cho trẻ tăng động giảm chú ý 5–6 tuổi tại cơ sở giáo dục chuyên biệt: Thực trạng và bài học kinh nghiệm

Tóm tắt

Children aged 5-6 with attention-deficit/hyperactivity disorder often encounter difficulties in listening, focusing attention, and sustaining task performance during learning and play activities. This article examines the current situation of educating sustained attention skills through learning games for these children at several specialized education institutions. The study employed a questionnaire survey combined with interviews and observations involving 50 teachers and 40 parents of children with attention-deficit/hyperactivity disorder. The findings show that teachers and parents held positive perceptions of the role of sustained attention skills education; methods such as modelling, visual support, and individualization were used quite frequently. However, the educational process still faced challenges in behavior management, maintaining children’s interest, and ensuring coordination between families and educational institutions. Based on the survey results, the article proposes several lessons learned to improve the effectiveness of sustained attention skills education through learning games for children aged 5-6 with attention-deficit/hyperactivity disorder. The study contributes practical evidence for designing support activities that are more appropriate to children’s developmental characteristics in specialized education settings.