PRINCIPLES OF FORMATION OF SENSOMOTOR COMPETENCIES IN CHILDREN ASD
DOI:
https://doi.org/10.32782/apv/2022.2.28Keywords:
children with ASD, sensorimotor competencies, pedagogical principles, psychological principles, medical principles.Abstract
The results of the analysis of scientific research emphasize the importance of the formation of sensorimotor processes as a means of adaptation to the new environment and the adequate functioning of the child in society. In modern scientific publications, much attention is paid to the study of sensory characteristics of children with general developmental disorders and ASD, their patterns of behavior. Scientific publications indicate differences in the methods of processing daily sensory stimuli of children in this category. There have been many recent publications proving the effectiveness of sensorimotor correction technologies for the socialization of children with ASD. From the analysis of scientific reviews it becomes clear that the formation of any competencies is based on certain laws and principles. Therefore, the aim of the study was to determine the principles of formation of sensorimotor competencies in children with ASD. Sensory-motor development is considered in the article as a complex system aimed at mastering the ideas about the world around and one's own body. The problems that arise in pedagogy, psychology and medicine in relation to children with ASD should be solved comprehensively, in accordance with the achievements in the field of all sciences that study man as a biological, mental and social phenomenon. Therefore, the principles of formation of sensorimotor competencies are the basic rules, requirements for the organization of perception, awareness and consolidation of sensorimotor actions. The formation of sensorimotor competencies of children with ASD is based on three groups of principles: pedagogical (educational and correctional), psychological (developmental), medical (habilitation, rehabilitation). Depending on the purpose and nature of the formation of sensorimotor competencies, the principles: pedagogical, psychological and medical – are interdependent and are used in close connection.
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