Volume 03 Issue 12-2023
201
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
201-207
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article is devoted to the problem of developing communication skills in children with early childhood autism
syndrome. A brief description of developmental approaches is given, such skills show the importance of working not
only with children, but also with their families, in various pedagogical and psychological fields.
KEYWORDS
Autism, communication skills, autistic children, development, socialization, developmental psychology.
INTRODUCTION
Communication is the most sought after and necessary
skill for any person. Life cannot be imagined without
any conversation or connection with other people. We
get information and exchange ideas through
communication.
A. A. Leontiev developed the concept of
communication as a system-forming concept, not only
in modern psychology, pedagogy, but also as one of
the main categories of other human sciences. He
formulated the following definition of the concept of
"communication". "Communication is a process of
purposeful, direct or mediated communication
Research Article
DEVELOPMENT OF COMMUNICATION SKILLS IN CHILDREN WITH
EARLY CHILDHOOD AUTISM SYNDROME
Submission Date:
December 09, 2023,
Accepted Date:
December 14, 2023,
Published Date:
December 19, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue12-26
M.P.Xamidova
Associate Professor, Phd, At Tashkent State Pedagogical Institute Named After Nizami, Uzbekistan
Maxkamova Zebo Ubaydullayevna
1st-Year Master's Student At Special Pedagogy, Defect Ology (Oligophrenopedagogy), Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 12-2023
202
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
201-207
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
between people who are psychologically related to
each other in some way. This establishing
communication coordinating "individual" activity on
changing the course of collective (joint) activity
(incompatibility) one or another parameter or vice
versa, or the implementation of a target effect (its size
and quality specificity can be determined both by
society "from the outside" and by the individual
himself "from the inside") about the formation and
change of an individual (or directly, specifically, about
his behavior) in a collective or "individual" process, but
enables social mediation (personally oriented
communication)".
In the concept of A.A. Leontiev, great attention is paid
to the relationship between the categories of
communication and activity. Many rules were
developed by him in discussions with B.F. Lomov's
approach, he considered communication and activity
as two independent processes. B.F. Lomov "... defined
concepts of activity... "subject-object" cover only one
aspect of human existence. According to him, there
was a need to develop a category of communication
that reveals another side of human existence: the
"subject-subject" relationship.
According to E. P. Ilyin, the criteria of communication
between real people: exchange of information,
exchange of feelings and interaction. "Human
communication is a specific type of communication
that involves mental communication between real
subjects and leads to their interaction, mutual
experience and mutual understanding."
According to R. and K. Verderber, communication can
occur in different conditions. Despite the differences in
approaches to the study of communication in domestic
and foreign theories, all researchers recognized the
role and impact of communication on personality
development.
Of course, communication is very important for
children's development. According to Russian
pedagogues, child development is a process of the
child's assimilation of socio-historical experience.
Isolation of the baby from adults, as well as the lack of
communication, the most severe impact on the mental
development of a small person. Communication
affects
various
areas
of
children's
mental
development: interest, emotional experiences, love for
adults in formation, speech acquisition, personality and
consciousness of the child.
According to M. I. Lisina, during life, the need for
communication is formed as a result of the child's
communication with adults. As a result of his research,
the following stages of communication needs were
identified: the child's attention and interest in adults;
emotional displays aimed at adults; proactive actions
of the child to attract adults; sensitivity to the child's
assessment of adults.
Volume 03 Issue 12-2023
203
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
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AGES
:
201-207
SJIF
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FACTOR
(2021:
5.
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(2022:
6.
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(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Communication is very important for a child's
development. During the communication, the child
absorbs the socio-historical experience accumulated
by previous generations of mankind. For such
assimilation, it is necessary to communicate with
adults, which is a necessary condition for human
existence. It not only enriches the content of children's
minds, but also plays a decisive role in the child's
acquisition of new knowledge.
In the preverbal stage of communication, the child
communicates with the world around him through
emotions and facial expressions transferred from his
parents. The more widely the second spectrum is
demonstrated by relatives, the greater the child's
ability to later "objectify" the feelings, the process or
the object of action. At this stage of child development,
father and mother are the first and only encyclopedia
of knowledge about the world. Nothing brings parents
and their children closer than common feelings.
At the same time, it is very important to expand the
circle of communication in the second year of the
child's life. If during the first six months the baby is
surrounded by the home environment and the circle of
people familiar to him (which was certainly good for
him), by the 2-3 years of his life, it is not enough to
satisfy his curiosity and expand his world view.
Around the age of 2, most children make their first
attempts to communicate, get to know each other,
and begin to participate in games, including adult-
initiated games. This environment socializes the
developing child.
At the same time, we understand that sooner or later
the child will get out of this circle: there is a whole
world in front of him. He will have to communicate
with different people throughout his life. And the
flexibility, convenience of this communication is
sometimes determined by the presence of experience
accumulated at the right time in a person's life and the
experience he constantly receives.
In the socialization of the child, the society should
implement social adaptation.
Socialization is a continuous and multifaceted process
that continues throughout the child's life. However, it
takes place intensively during childhood, the main
social norms are mastered and the motivation of
relationships and social behavior is formed.
Socialization of a child occurs in interdependence with
the environment, which affects the process of its
formation and development as a person through
various social factors.
The socialization of the child is influenced by
environmental, demographic, economic, socio-political
processes, as well as the country, society and state. In
addition, the influence of the regional conditions in
Volume 03 Issue 12-2023
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VOLUME
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SJIF
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(2021:
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(2023:
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
which the child lives and develops should be taken into
account.
The immediate environment includes the family,
educational institutions, peer groups and many other
things that form the space and social environment in
which the child is directly located and in contact with
him.
In modern society, there is a problem of adaptation of
children with developmental disabilities. All groups of
such children are characterized by a change in
communication methods, which is manifested in the
violation of their verbal communication, most of them
develop communication through non-verbal means.
Many children have speech defects, the process of
perceiving and understanding the content of stories is
difficult. Linked speech is not age appropriate.
One of the main deficits that prevent the successful
adaptation of children with childhood autism is the
violation of communicative relationships. Foreign
researchers have developed three main approaches to
the formation of communication skills in such children:
psychoanalytical, behavioral, psycholinguistic.
Proponents of the psychoanalytic approach believe
that communication disorders in autism are a means of
expressing inner mental conflicts. They believe that
lack of communication is the result of impaired self-
awareness, that the development of communication
skills in children with autism is a therapeutic work
aimed at developing self-awareness and that it occurs
spontaneously through conflict resolution. they
believe that Many modern researchers reject the
psychoanalytical approach, because they believe that
it is necessary to purposefully develop communication
skills in children with childhood autism.
In behavioristic programs, the stimulus conditions, the
learning context, the cues used, and the reinforcement
of correct responses are elaborated. Early programs
based on a psycholinguistic approach taught children
to use appropriate communication skills in the
classroom. At the same time, the ability to transfer
basic communication skills in everyday life was not
considered. The main problem is that children are not
able to show their self-learned skills for the purpose of
information transfer and do not use the acquired skills
in natural conditions. This may have led to some
changes in the programs: researchers began to focus
on the "functionality" of communication skills in
everyday life
According to many foreign scientists, the most
effective method is the "accompanying" method,
which allows children to learn the ability to
communicate in natural situations. Thus, the correction
process is based on the child's interests and needs,
which leads to an increase in educational results.
Proponents of the behaviorist approach pay particular
attention to the means of communication for teaching
Volume 03 Issue 12-2023
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American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
201-207
SJIF
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MPACT
FACTOR
(2021:
5.
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(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
mute children who are unable to master oral speech.
Methods of teaching the use of alternative
communication systems are actively developing:
gestures, sounds, pictures, icons and written speech.
Alternative tools allow many non-verbal autistic
children to acquire the basic communication skills
necessary for successful social adjustment.
Psycholinguistic researchers study the ontogenetic
development of normal children and apply this
knowledge to teaching children with autism. They
compare
the
sequence
of
acquisition
of
communication skills in normal conditions and in
autism; examines the relationship of language and
cognitive and social relationship with other areas of
mental development of an autistic child. The first
program for teaching children with autism was
developed by J. MacDonald. Then the interest in
studying the meaning of speech units of
communication increased. In recent studies, special
attention was paid to the pragmatic aspects of
communication. Questions related to the ability of
children with autism to use speech in different social
situations according to their meaning are being
considered.
A combination of behavioral and psycholinguistic
approaches has been found to be most effective in
developing communication skills in children with
autism.
In local literature, the problem of developing
communication skills in children with autism spectrum
in childhood is not sufficiently developed. Methods of
pedagogical
influence
aimed
at
developing
communication skills in children with autism, questions
about the development of remedial programs remain
relevant.
Information transmission is carried out through signal
systems. Usually, two types of communication can be
distinguished depending on the existing sign systems:
verbal and non-verbal.
Verbal communication implies the use of language as a
speech signaling system. All types and forms of non-
verbal communication are rich in their potential, and
time cannot completely replace verbal communication.
The development of verbal communication is based on
interaction with non-verbal communication. According
to researchers, speech is the most universal means of
communication.
Verbal communication often takes the form of a
dialogue. During the conversation, there are consistent
changes in communicative roles ("speaker" and
"listener"), which affects the content of the speech.
The success of verbal communication is determined by
the degree to which both parties provide thematic
orientation of information during the dialogue process.
Thus, one of the most important communication skills
is the ability to respond to the interlocutor's words and
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SJIF
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
respond adequately, as well as the ability to continue a
conversation on a certain topic.
Nonverbal communication is the exchange of
information between people without the help of
speech or other means. Non-verbal means of
communication are performed by facial expressions,
gestures, div posture, intonation and the emotional
state of communication partners.
Nonverbal communication includes the following five
systems: spatial system (interpersonal space); to see
optical-kinetic system (appearance of the interlocutor,
facial expressions, pantomime); paralinguistic or near-
speech system (vocal sound quality, range, tonality,
timbre); extralinguistic or extraspeech system (speech
rate, pauses, laughter)
Educators use non-verbal and verbal communication
skills to carry out corrective work with children with
early childhood autism. When working with people
with autism, they often use icons that represent
certain buildings, activities, or images of actions, and
icons that describe actions that are appropriate for a
social situation.
When working with autistic children, the use of
collaborative drawing allows the child to develop non-
verbal and verbal communication tools. A grown man
uses a word to represent everything marked on paper.
Such a review allows the child to clarify the meaning of
previously known words, and also introduces him to
new words and their meanings, enriches his
vocabulary.
In joint drawing, it is especially important in the
development of active speech: a means beyond the
communication function for the autistic child to show
activity during the lesson.
In the process of developing the communication skills
of a child with autism, in addition to the work of a
specialist, the support of the family environment is
great: communication with parents, brothers, sisters,
grandparents, aunts and uncles, as well as healthy
children.
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SJIF
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1121105677
Publisher:
Oscar Publishing Services
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