MANAGING UNPLEASANT EMOTIONS IN ART ACTIVITIES FOR THREE-TO FOUR-YEAR-OLD CHILDREN WITH ASD

Abstract

Autism spectrum disorder is a complex developmental disorder that affects social interaction, communication and behavior. In recent years, a steady increase in cases of autism spectrum disorder has been observed worldwide, and therefore more and more children with this disorder are included in general education programs. The education policy of the Republic of Lithuania provides opportunities for children with special educational needs to attend preschool educational institutions closer to home, therefore, educators have an increasing responsibility to ensure inclusive education and apply effective methods. Working with three- to four-year-old children with autism spectrum disorder is particularly challenging, because at this age basic emotional and social skills are formed, and difficulties in expressing emotions often manifest as anxiety, fear or anger.

In order to help these children, it is extremely important to create a structured, visually clear and predictable environment that reduces tension and helps manage the expression of unpleasant emotions. The study examines how artistic activities can become an effective method for strengthening emotion regulation. Art activities allow children to express their feelings non-verbally, experience a sense of success and calm down through the interaction of colors, shapes and movements. The creative process promotes self-regulation, reduces anxiety and frustration, and therefore can be an extremely important part of developing emotional well-being.

The research problem is based on the fact that children with autism spectrum disorder often experience strong unpleasant emotions, which complicate their education, communication and participation in group activities. These emotions are especially pronounced at an early age, when emotional abilities are still forming. The research raises the issue that the principles of structured education and visualization tools in art activities can help children manage the expression of unpleasant emotions, strengthen self-regulation and promote a positive emotional response.

The object of the study is a three- to four-year-old child with autism spectrum disorder, the expression of unpleasant emotions and methods of managing them during art activities.

The aim of the study is to investigate the expression of emotions experienced by a child with autism spectrum disorder and to identify effective methods for their management.

Research objectives:

1. Analysis of the features of the expression of unpleasant emotions - theoretical justification.
2. Justification of the influence of artistic activity on the management of unpleasant emotions.
3. Determination of the effect of structured education and the application of visual methods on emotional self-regulation.

Research methods includes analysis of scientific literature, observation, online survey and analysis of qualitative and quantitative data. These methods allowed for a comprehensive assessment of how educators apply artistic activity to regulate children's emotions and what measures are most effective. The results of the study are expected to contribute to improving the quality of inclusive education and provide practical insights for educators working with children with autism spectrum disorder.

In conclusion, it can be stated that art activities, based on the principles of structured education and visual aids, are an important tool that helps children with autism spectrum disorder manage unpleasant emotions and strengthen emotional self-regulation. This not only improves children's emotional well-being, but also contributes to more successful inclusion in the educational process and comprehensive personality development.