Khrystyna Saiko
Ivan Franko National University
Sviatoslav Slobodian
Ivan Franko National University of Lviv
Nadiia Litvinyuk
Ivan Franko National University of Lviv
PDF 93-105 (Українська)


autistic children
pedagogical conditions
developmental environment
psychological mechanism
cognitive activity

How to Cite



The article analyses the psychological and pedagogical conditions necessary for development of autistic children’s cognitive processes. The influence of pedagogical conditions on the pedagogical system is analyzed, and it reflects the totality of educational and material-spatial possibilities during the educational process.

The performed theoretical analysis of the above-mentioned studies allowed us to determine the pedagogical conditions as pedagogical circumstances, when the components of the educational process (content, teaching and learning), vocational training, psychological and pedagogical support are interconnected in the best way and create an atmosphere of fruitful cooperation between a teacher and his/her pupils. The performed correlative analysis have shown that the correlations between cognitive activity, memory, verbal communications, imitation, space structuring, and autism deepness are the most important fir the group of children with autism. Adequate psychological and pedagogical conditions - the space structuring and the improvement of correctional teachers’ skills - facilitate the successful adaptation of such children at the inclusive environment.

There is a line of pedagogical conditions ensuring pedagogical system functioning and effective development. The most important of them are organizational, psychological, pedagogical, didactic conditions. The organizational and pedagogical conditions are a combination of purposefully designed contents, forms, methods of the holistic pedagogical process that underlie functioning and development of the procedural aspect of the pedagogical system (as a holistic process).

The specificity of the developing educational environment for children with autism is manifested in the organization of environmental resources into various complexes. For this purpose, the following principles are applied: safety, culturally significant objects, supported poly-sensor perception and semantic orderliness. Safety means a certain objective and spatial organization of the environment that minimizes the feelings of uncertainty and fear of a child with autism. The environment saturated with culturally significant objects helps children to contact with various information carriers (gives them certain information about the world), which greatly stimulates their cognitive activities, involuntary and voluntary attention. The supporting poly-sensor perception correctional-developing environment stimulates and ensures obtainment of information from various sense organs, at perception of both separate objects and relations existing between them. The environment organization in the semantic order provides children with effective cohesion, stimulates their active interactions and cooperation with other people, and puts children into situation when they work in the zone of their actual and near development.


PDF 93-105 (Українська)


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