Features of the formation of nonverbal thinking in preschool children with autism

Abstract

This article reveals the features of nonverbal thinking in children with autism spectrum disorders. The article summarizes the experience of studying approaches to understanding nonverbal thinking in children aged 5 to 7 with autism spectrum disorders. Of interest is the described dual coding theory, the aspects of which should be the basis for the formation of nonverbal thinking in children with autism. The analysis of psychological, pedagogical and specialized literature allowed us to define the concept of "nonverbal thinking". Special attention is paid to the definition of criteria, indicators and the selection of methods for the experimental part of the study. The study of nonverbal thinking revealed that children with autism can name objects and use them. The practical significance of the study lies in the fact that the proposed means that contribute to the formation of nonverbal thinking in children aged 5 to 7 with this pathology can be used in the correctional and developmental work of teachers, teacherspsychologists, teachers-defectologists and parents who raise their children.