Kĩ năng chơi biểu tượng của trẻ rối loạn phổ tự kỉ 3-4 tuổi trong trường mầm non hòa nhập tại Thành phố Hồ Chí Minh: Thực trạng và giải pháp

Tóm tắt

In the context of increasing attention to inclusive preschool education, identifying the developmental characteristics and support needs of children with autism spectrum disorder is important for designing appropriate interventions. This article aims to assess the current status of symbolic play skills among children with autism spectrum disorder aged 3 to 4 years in inclusive preschool settings. The study employed a mixed-methods design, combining an assessment scale, observation, and in-depth interviews to clarify the manifestation of these skills. The findings show that children’s symbolic play skills remain generally limited, with most component skills at weak levels, particularly those requiring symbolic thinking and cognitive flexibility, such as using symbolic object, creating imaginary situations, and performing symbolic actions. Meanwhile, the ability to express positive emotions during play was manifested at a higher level. The findings reveal uneven development across components of symbolic play skills and provide empirical evidence to inform appropriate support measures for children with autism spectrum disorder aged 3 to 4 years in inclusive preschools in Vietnam.