Development of communication skills in children with anxiety disorder in the first year of elementary school

Abstract

Introduction: Faced with the current educational challenges, teachers encounter diversity in learning, among which we could mention the poor development of communication skills, which leads to difficulties in social interaction in children with anxiety disorder. This is a condition that requires educational strategies that guarantee their attention from the point of view of diversity. The objective of this research was to design a guide of activities for the development of communication skills in children with anxiety disorder in the first basic year of the Picoazá Educational Unit, in Portoviejo, Manabí, Ecuador. Methodology: The research approach was mixed, the methods used were theoretical through analysis and synthesis and induction and deduction, the empirical method through the use of observation and interview. Results: The results show that childhood anxiety manifests itself in behaviors such as avoidance, restlessness and difficulty in communicating, and that this disorder is related to lack of autonomy and emotional pressure. The need for professional support and resources to address the difficulties faced by these children is also highlighted. Discussion: Through the triangulation of data obtained from observations, interviews with parents and teachers, a comprehensive understanding of the impact of anxiety disorder on children is obtained, affecting both their communication and their academic and social performance. Conclusion: This study offers a proposal with activities designed to improve the communicative skills of these children, which provides the guarantees to mitigate the problems evidenced.