Methodological support for educators with "symbol pedagogy"

Abstract

Our knowledge of social interactions, learning motivation and, increasingly, well-being is integrating into today's emerging pedagogical paradigm. We aim to outline a pedagogical model that can help educators in the integration of children with atypical behavior by developing their social well-being. We further aim to use the results of our research to formulate recommendations for professionals (e.g. kindergarten teachers, developmental teachers) on the integration of children with atypical behavior into peer groups. In this interdisciplinary work, we introduce a possible method of inclusion, and outline a pedagogical model which we have named symbol pedagogy. We present exploratory research during which a pedagogical experiment was carried out. The participants in our research were children showing behavioral patterns indicating autism, who found it difficult to integrate with their peers due to their behavioral oddities. The results of our exploratory research indicate that the application of our pedagogical model can help the work of educators who work with children showing behavioral patterns indicating autism, and that the application of symbol pedagogy can contribute to the social well-being of these children.