DEVELOPMENT OF MNESTIC FUNCTIONS IN YOUNGER SCHOOL-AGE CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER

Abstract

The article analyzes the problem of developing mnemonic functions in primary school children with Attention Deficit Hyperactivity Disorder (ADHD). The essence of ADHD is revealed as a complex, multifactorial neuropsychological developmental disorder that significantly affects the cognitive, emotional-volitional, and behavioral domains of the child’s personality. Special attention is given to the peculiarities of memory, attention, thinking, and learning ability formation under conditions of disturbed neurodynamic processes. The main approaches to ADHD diagnosis are highlighted, the typical structure of the disorder is characterized, and the mechanisms of its influence on cognitive activity effectiveness are described. It is demonstrated that deficits in short-term and working memory in children with ADHD complicate the assimilation of educational material, while attention instability causes fragmented perception, superficial information processing, and reduced learning motivation. The study defines and theoretically substantiates a set of psychological and pedagogical conditions for the development of mnemonic functions in children with ADHD: individualization of the educational process, creation of an emotionally safe environment, systematic and regular educational-correctional work, and integration of interdisciplinary support. The individualization of learning ensures that the content, pace, and pedagogical methods correspond to the child’s cognitive capabilities, helping to reduce overload and enhance the efficiency of mnemonic activity. An emotionally safe educational environment fosters psychological comfort, reduces anxiety levels, and stimulates the development of motivational and volitional qualities. It is emphasized that the systematic and regular organization of educational and correctional activities promotes the formation of stable cognitive connections and the acquisition of mnemonic strategies, while interdisciplinary support ensures coordinated collaboration among teachers, psychologists, medical professionals, speech therapists, and parents within a unified educational and correctional framework. It is generally accepted that implementing these pedagogical conditions increases the effectiveness of mnemonic function development, academic success, adaptability, and cognitive self-regulation in children with ADHD. The article outlines prospects for further research aimed at improving memory development methods and designing innovative programs for correctional and developmental support of children with ADHD.