THE IMPACT OF ORGANIZATIONAL AND ERGONOMIC CONDITIONS OF THE EDUCATIONAL ENVIRONMENT ON EMOTIONAL REGULATION IN PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDERS

Abstract

The article explores the impact of organizational and ergonomic conditions of the educational environment on the emotional regulation of preschool children with autism spectrum disorders (ASD). The educational environment is conceptualized as an active psychological factor that mediates children’s emotional states, behavioral manifestations, and capacity for self-regulation within inclusive preschool settings. Particular attention is paid to the role of spatial organization, sensory parameters, and the predictability of daily routines as conditions for establishing psychological safety for children with ASD.

The study is based on an analysis of contemporary Ukrainian scientific publications and the interpretation of observational data obtained in inclusive preschool educational institutions. The findings indicate that a structured educational environment, clear zoning according to types of activities, reduced sensory load, and organizational predictability contribute to a decrease in anxiety, emotional tension, and maladaptive behaviors in children with ASD. Such organizational and ergonomic conditions positively affect emotional balance, increase children’s engagement in the educational process, and support their psychological stability.

The study concludes that organizational and ergonomic conditions should be regarded as a systemic component of an inclusive educational environment, playing a significant role in the development of emotional regulation in preschool children with autism spectrum disorders.