PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF YOUNG SCHOOL STUDENTS WITH ATTENTION DEFICIT SYNDROME WITH HYPERACTIVITY USING MUSICAL ACTIVITY

Abstract

The article examines the issue of the features of psychological and pedagogical support for primary school students with attention deficit hyperactivity disorder and the impact of these features on the organization of education of such students in secondary education institutions.The relevance of the presented problem is due to the prevalence of the mentioned disorder among elementary school students and the need for pedagogical correction of the given syndrome and psychotherapeutic work with the family.The authors highlight the reasons that influence the prevalence of attention deficit hyperactivity disorder among younger students and that are due, in addition to biological characteristics, to emotional and stressful reasons related to the current state of war in the country.As a result of the analysis of modern research, it was found that the issue of the peculiarities of correction and support of younger students with ADHD syndrome by means of musical activity remains an understudied aspect of this problem today. The authors emphasize that the approach to the correction of ADHD syndrome is comprehensive and specialists from related fields are also involved in such work, depending on the severity of the symptoms.The article examines the methods and techniques of musical-pedagogical and polyartistic influence on the condition of hyperactive children in the process of learning in music lessons in the SEI and in extracurricular work.The work reveals the directions in which musical-corrective influence will be carried out, based on the indicated typical signs of ADHD. The functions performed by music in corrective classes are highlighted, the main of which is to relieve the child's increased excitability and maintain and expand the volume and time of attention.The focus is on the conditions of music therapy work with hyperactive children in music lessons and the phased nature of this work.The work reveals the types of musical activities used in the program of psychological and pedagogical support for younger students with ADHD. The authors provide recommendations on choosing musical pieces for listening to correct emotional states, excessive motor activity, speech disorders, and fears, which are most often characteristic of children and adolescents with ADHD. It has been proven that the method of musical movement and plastic intonation is an effective psychotherapeutic tool for correcting the emotional sphere of a child with ADHD. Various exercises are also offered to develop volitional regulation skills and control hyperactivity.