Children in the context of early childhood education: diagnostics for what?

Abstract

This study aims to present data that justify the growth of diagnoses of Autism Spectrum Disorder (ASD) in the Institution of Early Childhood Education. We have seen a significant increase in diagnoses in recent years, so we ask the problems of including children with ASD in this context. Our research problem was to understand the reasons for this growth and reflect on the epidemic trend. For this, the research used a bibliographic survey methodology. In the study, the relationships between increased diagnoses with capitalism, the view of psychoanalytic movements on ASD and failures in inclusion in early childhood education institutions were examined. Our article argues that it is essential that children are heard in front of their speech, symptoms and experiences, where the starting point for reflection should be the perspective of the subject with ASD. Another main axis is the role of the teacher in this process, suggesting a humanization of the look at children's experiences analyzing how psychoanalysis can contribute significantly. As a contribution, it offers a critical analysis on the growth of ASD diagnoses and recommends individualized help, and the discrediting of ready-made and closed diagnoses that reduce children to mere market phenomena.