Psychological and pedagogical conditions for the development of social interaction skills in autism

Abstract

The article attempts to optimize the psychological and pedagogical conditions for children with autism spectrum disorders. A description of the symptoms in autism in relation to the communicative function, communication, as well as a brief analysis of the possibilities of a role-playing game in children of this category is given. It is pointed out that the main emphasis in creating psychological and pedagogical conditions should be placed on a role-playing game that has all the signs of communication between adults surrounding a child with autism. As a result of the development of gaming skills in a children's team, a child with ASD will be able to better navigate among his peers. It is by means of role-playing games that adults can lead a child with ASD out of their activities with objects into the world of real relationships. However, the transformation of objective activity into a role-playing game consists in the fact that now the child's actions with objects are introduced into a new area of relationships with reality and a new emotionally attractive activity. As a result, they rightly acquire a new meaning. Thus, in the development of a preschooler, thanks to the role-playing game, new directions arise. D.B. Elkonin implies that directly in the game there is a transition from motives that have a conscious, affectively colored form, immediate desires, to motives that have the form of generalized goals that are on the verge of consciousness.