Playing and teaching activities in preschool autism spectrum disorder children

Abstract

This research aimed to investigate the understandings produced by preschool teachers about playing activities, and to analyze the implication of these in the organization and execution of teaching activities for children with autism spectrum disorder enrolled in preschool. It is a research-action in which two students and their respective teachers and monitors participated. Data production emerged from classroom observation and records and from a focal group with the professionals. From a discursive textual analysis the following categories were derived: understandings about playing; and playing and teaching autistic spectrum disorder children in preschool. The results reveal that the conceptions about playing expressed by the professionals have an impact on their pedagogical practice as well as revealing the importance and potential these conceptions acquire in playing and teaching activities in preschool.