PLAYFUL PRACTICES IN THE LITERACY PROCESS OF AUTISTIC CHILDREN

Abstract

The research focuses on playful practices in the literacy process of autistic children. This study seeks to answer the guiding question: How can playful practices influence the development and literacy process of autistic children? The research analyzed scientific works published between 2019 and 2023 in the Scielo and Periódicos Capes platforms. The overall objective was to demonstrate the importance of playful practices for the literacy development of autistic children. Structured descriptors in DeCS and MeSH were used. Data collection took place in May 2023. The inclusion criterion was scientific articles relevant to the topic and published no more than five years ago, and the exclusion criterion was scientific articles that did not address the topic. Therefore, we conclude that playful practices should be part of the teaching methodology of educational institutions, especially those that accept students with ASD, and of the pedagogical practices of teachers who desire the full development of the literacy process for children with ASD.