Formative Valences of the Game in the Social and Emotional Development of Children. Comparative Study between Preschool Children with Typical Development and Children with Autism Spectrum Disorders

Abstract

Playing games is an activity that serves many purposes at the age of preschool children, especially influencing their social and emotional development. It provides a way to test magical thinking, learn roles, learn friendship and develop control, allowing them to grow, to adapt and to act. The present study aims to determine the level of social and emotional development of children aged 6 and 7 years, with typical development, compared to children with Autism Spectrum Disorders (ASD), both before and after the application of a therapeutic experimental program, using, in an interdisciplinary approach, formative games, for knowing and establishing emotions, but also group games, which require socialization and interpersonal relationships. Results show significant differences between children with typical development and children with ASD, and some improvements in the emotional and social development of autistic children after the therapeutic program.