Interactions between children in preschool: perception of differences in the school inclusion process for children with autism

Abstract

This qualitative research used participant observation in an early childhood education class to understand how children perceive differences among their peers, especially in their relationships with students with autism. A teacher and 28 students aged four to six years participated, two of whom were autistic. Observation was carried out from February to May 2023. The results indicate that the behaviour and relationships that children establish with students with autism vary depending on the level of commitment and interaction that these students present. However, students’ receptivity and acceptance of the differences presented by students with autism were positive, helping them with pedagogical or daily life activities, when necessary. The teacher’s actions brought children closer together and their understanding of their classmates.