Material Engagement Shaping Participation of Children on the Autism Spectrum: Embodiment and Subjectivity in Small-Group Learning.

Autor: Ferreira JM; Faculty of Education and Culture, Tampere University, Tampere, Finland., Muniz LS; Teacher Education and Training School, University of Uberlândia, Uberlândia, Brazil.
Jazyk: angličtina
Zdroj: Europe's journal of psychology [Eur J Psychol] 2024 May 29; Vol. 20 (2), pp. 143-164. Date of Electronic Publication: 2024 May 29 (Print Publication: 2024).
DOI: 10.5964/ejop.13307
Abstrakt: This study investigated the material engagement and their affordances for participation of children on the autism spectrum (AS) in small-group learning. Framed by a methodology called Idea Diary that fosters social interactions in classroom environments, our focus was on understanding how and when the construction and manipulation of the diary supported children's participation and knowledge construction in small groups. This investigation was guided by the intersection of the theory of subjectivity developed by Fernando González Rey and enactive accounts of cognition. This framework provided the view of the singularity in the communicative process of children on the AS and the necessary support for examining the mechanisms of engagement that led to children's participation. We present two case studies of 9-10-year-old boys. Data consists of the diaries produced and used by children and video recordings of children's interactions during small-group discussions. Our analytical approach included a qualitative semiotic analysis of the materials and a micro-analysis of the social interactions. The results showed, first, that children on the AS continuously engaged in the construction of the diary, expressing elements of their subjectivity-experiences, ideas and the system through which they interact with the world. Repetition framed children's productions and signalled engagement. Second, material engagement enabled participatory sense-making, which in this study appeared in creating new communicative resources between the child on the AS and their peers and in adapting the narratives, approximating children's perspectives in conversations. Although contextualised within a specific pedagogical practice, the study contributes to advancing our understanding of the role of material engagement in social participation in learning situations involving children on the AS, particularly relevant in educational psychology and education.
Competing Interests: Although the first author was also an editor of the special issue, she did not have access to or influence in the review process, which was led by co-editor Nicolás Alessandroni. The review process respected the Journal's blind peer review policies and guidelines. Therefore, the author declare no conflict of interest.
Databáze: MEDLINE
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