The impact of play activity on the development of children with autism spectrum disorders

Abstract

The article presents a comprehensive theoretical and analytical review of the problem of autism spectrum disorder (ASD) in preschool children in the context of psychomotor development, play, and motor activity. Contemporary scientific approaches to understanding psychomotor skills as a system-forming component of the mental and physical development of a child with autism spectrum disorder are analyzed. Typical psychomotor development disorders in children with autism are characterized, including deficits in movement coordination, motor planning, and sensory integration. Particular attention is paid to motor activity and play, where games are considered effective means of corrective and developmental influence. The results of scientific studies confirming the positive impact of systematic play and psychomotor activity on reducing manifestations of maladaptive behavior, improving social interaction, and developing adaptive skills in children with autism are summarized. A conclusion is drawn regarding the feasibility of integrating active games into comprehensive correctional programs of preschool education for children with autism spectrum disorder. Methods: The study is based on a theoretical analysis of scientific sources and various approaches to defining the concept of autism, as well as the characteristics and directions of work with children with autism spectrum disorder. An analysis and generalization of the impact of play activities on children with autism—particularly on their psychomotor and adaptive functions and socialization—were conducted. Results: Contemporary scientific studies highlighting the importance of corrective work with children with autism for their socialization and improvement of physical development are analyzed. The main areas of work with children with ASD are identified, as well as the focus of methodologies aimed at the development of children with ASD. Based on the analysis, the importance of incorporating play activities into correctional programs is substantiated. Conclusions: The analysis of modern correctional and developmental approaches has shown that the purposeful use of motor activity, recreational and active games in work with preschool children with autism spectrum disorder contributes to the improvement of psychomotor functions, reduction of anxiety levels and maladaptive behavior, and the formation of basic social interaction skills. Play and motor activities act as effective means of corrective influence due to their natural correspondence to children’s age-related needs and the possibility of integrating sensory, motor, and emotional experience.