Neurodidactic strategies for the development of convergent and divergent thinking in children with attention deficit hyperactivity disorder

Abstract

In recent years, didactics has been adapting to students' learning styles. Meanwhile, neuroscience has emerged as a key discipline that provides valuable information on the functioning of the brain, its implications in the construction of knowledge and the importance of considering the cognitive, affective and social aspects involved in the learning process. Attention deficit hyperactivity disorder (ADHD) is a common neurological syndrome characterized by hyperactivity, impulsivity and difficulty in maintaining attention, with manifestations that do not correspond to the child's developmental stage. It is associated with an alteration in the harmonious development of affected individuals and their families. This article presents theoretical reflections on the implementation of neurodidactic strategies to develop convergent and divergent thinking in children with attention deficit hyperactivity disorder. A documentary review was carried out using methods of analysis, synthesis and literature analysis. As a result, it is concluded that the use of these strategies significantly enhances the development of convergent and divergent thinking in children with ADHD.