The power of narrative in the development of children with Autism Spectrum Disorder

Abstract

This text focuses on the relationship between narrating and imagining in the development of children with Autism Spectrum Disorder (ASD) in the light of the cultural-historical theory. The research analyzes the narratives of a child with ASD, constructed in remote meetings between the child and the researcher during the pandemic. The data was analyzed in line with the principles of microgenetic analysis. The results indicate that narrating, a language activity, enhances the child’s development-imagination, emotion, will, and concept formation - are intertwined in the systemic dynamics of the psyche, which is fundamental for future research in psychology and education.

Keywords
social-historical-cultural theory; autism; narration; imagination