PECULIARITIES OF THE EMOTIONAL SPHERE IN SENIOR PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDERS

Abstract

The article examines the peculiarities of the emotional sphere in senior preschool children with autism spectrum disorders. The relevance of the topic is determined by the increasing number of children with this condition and the need for a deeper understanding of their emotional manifestations in order to provide effective psychological and pedagogical support. The purpose of the article is to analyse the peculiarities of the emotional sphere in senior preschool children with autism spectrum disorders and to identify the specifics of their emotional responses in various life situations.

Research methods included theoretical analysis of scientific literature, parent questionnaires, observation, introductory interviews, the use of a questionnaire on the child’s neuropsychological development and emotional characteristics, a test for identifying anxiety level and predisposition to neurosis, as well as an author-designed parent questionnaire. The empirical part of the study was conducted in the format of an online survey using Google Forms among 50 parents of children aged 5–6 with autism spectrum disorders.

The results of the study showed that children with autism spectrum disorders are characterised by difficulties in emotional regulation, manifestations of irritability, sudden outbursts of anger or crying, and problems with patience, waiting, and defending their needs in socially acceptable ways. At the same time, a significant proportion of children demonstrated the ability to experience joy, a sense of humour, positive emotional responses, and compassion for others, which indicates the potential for the development of empathy and emotional competence. The findings also confirmed the expediency of a comprehensive approach to diagnosing the emotional sphere of the child, taking into account information obtained from parents.

Conclusions. The emotional sphere of senior preschool children with autism spectrum disorders is characterised by specific manifestations and a combination of emotional difficulties and preserved positive emotional resources. The findings highlight the importance of early diagnosis, the development of emotional regulation, alternative communication, patience, empathy, and close cooperation between teachers and parents. The practical significance of the study lies in the possibility of using the obtained data to improve corrective and developmental work with this category of children.