A brincadeira intencional na educação da criança com TEA

Abstract

Playing has a vital importance in the child development. Researchers and official documents point their prominent place in Early Childhood Education. However, the hegemonic view on children with Autism Spectrum Disorder (ASD) certifies that the ability to playing is absent or quite hindered in these individuals. This article aims to reflect on the importance of playing play as an educational strategy to the child with ASD in Early Childhood Education from the assumptions of Cultural-Historical Theory. In order to reach this goal, a literature review was carried out, linked to the experience report of an intervention proposal in the area of Educational Psychology with a four year old child diagnosed with ASD. In the intervention it was possible to note the importance of the adult as mediator in the educational process with a view to the development of higher psychological functions, in the proposition of intentional playful activities, with a focus on language, attention and social interactions.