It refers to the ability in generating an action with a clear purpose with its own body or with different objects. The child would use known learning schemes over new goals, to make sense of his actions. They are, therefore, actions where the cause and the effect are separated from each other and that their goals have specific achievements.
Published in Chapter:
To Develop the Sense of Activity Through Play in Children With Autism Spectrum Disorders: A Case Study in Early Childhood
Víctor del Toro Alonso (Complutense University of Madrid, Spain), Mónica Jiménez-Astudillo (International University of La Rioja, Spain), and Pilar Gutiez-Cuevas (Complutense University of Madrid, Spain)
Copyright: © 2020
|Pages: 22
DOI: 10.4018/978-1-7998-2503-6.ch010
Abstract
Play is an ideal tool for enhancing the development of children with autism spectrum disorders (ASD). It is important to know their possibilities and to develop play activities that permit the special educational needs of these children to be addressed in an adequate way. Therefore, a case study is presented with two children and a two-year follow-up period during which the authors observe which aspects the development has evolved and if it is possible to increase the sense of the activity in these children using play as an educational response. The results are accompanied by an in-depth interview with the teachers of the students over the two-year period. An improvement in areas of development is evidenced in the social, communicative, symbolic, and anticipation and flexibilization dimensions during the two years immersed in a play methodology, supported by the structuring of routines and task spaces. Also, an evolution of the sense of the activity and the development of functional play is observed.