Historical-Cultural Psychology in the education of children with ASD:

an experience report

Abstract

The case study portrayed aims to reflect on the importance of play in the educational process of children with Autism Spectrum Disorder (ASD) in Early Childhood Education, based on the foundations of Historical-Cultural Theory. To achieve this objective, a supervised internship practice experience was carried out in the area of ​​Educational Psychology and Educational Inclusion, involving two children, aged three and five, diagnosed with ASD. During the course of the intervention, it was possible to observe an educational work that provided an environment rich in meaningful relationships and intentional historical-cultural conditions, organized and methodically present, aiming at the development of higher psychic functions, through the proposition of playful activities. These activities aimed to stimulate perception, sensation and attention, through targeted social interactions, with an emphasis on regulating conduct.