Metodología para el Estudio de Experiencias en la Naturaleza con Niños con TDAH

Damasceno, Mônica Maria Siqueira; Mazzarino, Jane Marcia; Figueiredo, Aida

doi:10.1590/1809-4422asoc01692vu28L3OA

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Original Article • Ambient. soc. 28 • 2025 • https://doi.org/10.1590/1809-4422asoc01692vu28L3OA linkcopiar

Metodología para el Estudio de Experiencias en la Naturaleza con Niños con TDAH

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

El artículo tiene como objetivo presentar una composición de procedimientos metodológicos que investigaron cómo niños con Trastorno por Déficit de Atención con Hiperactividad (TDAH) son impactados por experiencias directas en la naturaleza. Su aplicación se realizó con niños de escuelas públicas del municipio de Crato, Ceará, región Nordeste de Brasil, cuando se demostró que el contacto con la naturaleza potencia el desarrollo cognitivo y socioafectivo de los niños con TDAH. La propuesta consiste de diez etapas de recolección de datos en las que se utilizaron diferentes técnicas. Como resultado del uso de estas técnicas asociadas, se notaron cambios en el comportamiento de los niños en relación con los aspectos observados (cognitivo, social y afectivo). La intensidad de los síntomas del TDAH se mostró de una manera más tenue después de las experiencias de contacto con la naturaleza en el grupo de intervención en comparación con el grupo de control.

Palabras-clave:
Metodología; naturaleza; desarrollo; TDAH; niño

Phases of a Cohort study (Oliveira; Parente, 2010)	Adaptation by the researcher
a) Identify people at the beginning of the study	a) Identify the children in the study who have a diagnosis of ADHD and apply cognitive and socio-affective tests;
b) Form groups of individuals who are either exposed or not exposed	b) Form groups with the children who will participate in the experiential activities of contact with nature and of those who will not participate;
c) Monitor the cohort to evaluate the incidence of the disease to be studied in both groups	c) Apply tests in both groups, after the period of experiential activities;
d) Compare the incidence (risk) in each cohort	D) Compare the groups to check whether there was any change in both children exposed and not exposed to experiential activities within nature.

Steps of the Flow Learning Method	Experiences	Aim of the experiences	ADHD symptoms (according to the SNAP-IV) that were intended to be worked on
Step 01 Awaken enthusiasm	Crows and owls	Review concepts; Overcome passiveness and encourage participation; Awaken enthusiasm	Not standing still and acting inappropriately for the activity that is being executed; Not following instructions
	Mr. Snail	Create an atmosphere of joy and promote interaction; Recognize one self and the group as a whole and motor coordination	No interaction with peers and mediators; Difficulty in waiting for his/her turn
	Mr. Sleepyhead	Tranquility and focus; Develop the senses	Mistakes made out of inattention; Difficulty waiting for his/her turn; Not capable of performing the activity in silence.
Step 02 Focus attention	Map of sounds	Focus attention; Auditory perception; Calmness	Difficulty getting involved in activities in a calm manner and of maintaining quiet; Not following instructions;
	Where do animals live	Memory and attention; Promote interaction and socialization among peers and the group	Not following instructions; being a mile-a-minute; Difficulty in maintaining focus; Difficulty in waiting for his/her turn
	Recounting the story	Memory; Esthetic appreciation; Auditory and visual perception	Mistakes made because of inattention to activities; not capable of paying attention to details; Difficulty in organizing tasks and/or activities
Step 03 Offer direct experience	Who amp I?	Patience; Empathy; Deep experience within nature	Difficulty in getting involved with calm activities; Leaving their place in situations where they are expected to stay quiet
Step 03 Offer direct experience	Affection trail	Tranquility; Encourage wonderment, empathy, and love; Deep experience within nature	Difficulty getting involved in activities in a calm manner; Speaking too much; Not following instructions;
Step 04 Share inspiration	Trail of surprises	Focus attention; Increase level of concentration and raise curiosity	Mistakes made due to inattention in the works or activities; Difficulty in maintaining focus; easily distracted
	Which tree am I?	Perception; Patience; Assimilation; Memory; Esthetic appreciation	No interaction with peers and mediators; speaking too much; No attention to detail; Cannot complete the activity
	Recognizing smells	Olfactive sensorial perception; Concentration; New discoveries	Answering questions in a rushed manner; Difficulty waiting for his/her turn

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[TFN1] Source: Adapted from Oliveira; Parente (2010).