Educational and physical challenges of senior preschoolers with autism spectrum disorders

Ludmila Nikolayevna Voloshina; Shinkareva Lyudmila Vladimirovna; Olga Henrikhovna Galimskaya; Karina Yevgenyevna Panasenko

doi:10.22633/rpge.v26i00.17362

Autores/as

Ludmila Nikolayevna Voloshina Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia https://orcid.org/0000-0002-3799-0031
Shinkareva Lyudmila Vladimirovna Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia https://orcid.org/0000-0002-7168-7765
Olga Henrikhovna Galimskaya Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia https://orcid.org/0000-0002-8149-7009
Karina Yevgenyevna Panasenko Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia https://orcid.org/0000-0003-4883-0102

DOI:

https://doi.org/10.22633/rpge.v26i00.17362

Palabras clave:

Desafíos físicos y educativos, Desarrollo cognitivo, Apoyo pedagógico, Niños en edad preescolar con TEA

Resumen

La relevancia del problema planteado se confirma por el aumento en el número de niños con trastorno del espectro autista (TEA), la necesidad de apoyo pedagógico de la efectividad de su educación física y cognitiva durante la niñez preescolar, considerando el nivel de desarrollo de las habilidades motoras. y recursos personales. El objetivo del estudio es analizar los desafíos físicos y educativos de los niños en edad preescolar mayores con trastornos del espectro autista. El material de investigación son los resultados de las pruebas de 17 niños en edad preescolar con TEA (14 niños y tres niñas) que asisten a grupos compensatorios y combinados de las instituciones de educación preescolar No. 12 y 15 en Belgorod. Nuestro estudio revela problemas educativos y físicos en niños con TEA asociados con el desarrollo del desarrollo cognitivo, la función del equilibrio, la desregulación de la actividad muscular y las dificultades con la focalización en la ejecución de los movimientos. Los niños muestran una arbitrariedad reducida, una coordinación de movimientos deteriorada.

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Biografía del autor/a

Ludmila Nikolayevna Voloshina, Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia

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Shinkareva Lyudmila Vladimirovna, Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia

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Olga Henrikhovna Galimskaya, Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia

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Karina Yevgenyevna Panasenko, Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia

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Citas

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