EFFECT OF USING PLAYFUL ACTIVITIES ON THE LEARNING MOTIVATION OF A STUDENT WITH ASD Amanda Teles de Souza, Barbara Alcântara de Souza, Marcia Regina Silva do Vale, Raphaela dos Santos Gonçalves, Camilla Santos Lima

Abstract

Playfulness is an essential pillar in child development, playing a crucial role especially for children who require specialized educational support. This concept encompasses the use of games, toys, and playful activities as effective pedagogical strategies to foster learning and promote the well-being of students. By integrating playfulness into Specialized Educational Assistance (AEE) practices, a welcoming and stimulating environment is created, conducive to the child's holistic development. Through playful activities, children have the opportunity to develop cognitive, emotional, motor, and social skills in a fun and meaningful way. This work aims to highlight the importance of playfulness in the context of AEE, demonstrating how playful activities can be decisive in the inclusion and academic progress of students. The research focuses on a case study conducted at a Municipal School Unit in Santos, involving a first-year elementary school student diagnosed with Autism Spectrum Disorder (ASD). The study focuses on the "My First Book" project, implemented during AEE sessions, which revealed significant impacts on the development of essential cognitive skills, such as concentration, memory, attention, language, and creativity of the student. Moreover, the project motivated the student to actively participate in the educational process, enhancing their communication and social interaction skills. Beyond educational benefits, the project provided moments of joy and relaxation, contributing to the emotional well-being of the student. AEE, as a specialized educational service, has qualified professionals who offer personalized support to students with disabilities, disorders, or learning difficulties, valuing the inclusion of these students in playful activities that enhance learning and explore the individual capacities of each child. The results of this case study underline playfulness as a vital component in the AEE classroom, highlighting it as a means of promoting an inclusive and motivating education. Each child, when engaged in playful activities, is able to develop their skills in a unique way, demonstrating that playfulness is fundamental in the process of inclusion and holistic development of children with special needs. In light of the findings, the need for educators to incorporate playful activities into their pedagogical practices becomes clear, recognizing their valuable contribution to special education.